Reading to obtain information — City & Guilds Limited Digital Functional Skills Qualification Foundations for Learning Revision

    This element develops Entry Level 2 ESOL learners' ability to extract information from everyday texts such as signs, notices, and simple instructions. It f

    Topic Synopsis

    This element develops Entry Level 2 ESOL learners' ability to extract information from everyday texts such as signs, notices, and simple instructions. It focuses on practical reading skills needed for independence, including understanding purpose, following step-by-step guidance, and using alphabetical order to locate items in directories, dictionaries, or indexes.

    Key Concepts & Core Principles

    Exam Tips & Revision Strategies

    Common Misconceptions & Mistakes to Avoid

    Examiner Marking Points

    Reading to obtain information

    CITY & GUILDS LIMITED
    vocational

    This element develops Entry Level 2 ESOL learners' ability to extract information from everyday texts such as signs, notices, and simple instructions. It focuses on practical reading skills needed for independence, including understanding purpose, following step-by-step guidance, and using alphabetical order to locate items in directories, dictionaries, or indexes.

    14
    Learning Outcomes
    35
    Assessment Guidance
    35
    Key Skills
    14
    Key Terms
    34
    Assessment Criteria

    Assessment criteria

    City & Guilds Entry Level Certificate in ESOL Skills for Life (Entry 2)
    City & Guilds Level 2 Certificate in ESOL Skills for Life
    City & Guilds Level 1 Certificate in ESOL Skills for Life
    City & Guilds Entry Level Certificate in ESOL Skills for Life (Entry 1)
    City & Guilds Entry Level Certificate in ESOL Skills for Life (Entry 3)
    City & Guilds Entry Level Award in ESOL Skills for Life (Reading) (Entry 3)
    City & Guilds Entry Level Award in ESOL Skills for Life (Reading) (Entry 2)
    City & Guilds Level 2 Award in ESOL Skills for Life (Reading)
    City & Guilds Entry Level Award in ESOL Skills for Life (Reading) (Entry 1)
    City & Guilds Level 1 Award in ESOL Skills for Life (Reading)

    Topic Overview

    The City & Guilds Entry Level Certificate in ESOL Skills for Life (Entry 2) is designed for learners who have a basic understanding of English and want to develop their communication skills for everyday life, work, and further study. At Entry 2, you will build on foundational knowledge to handle simple, straightforward tasks in familiar contexts, such as understanding short texts, writing basic messages, and participating in simple conversations. This qualification is part of the Foundations for Learning suite and is widely recognised by employers and educational institutions in the UK.

    The course covers four key skills: speaking and listening, reading, and writing. You will learn to understand and use common vocabulary and grammar, follow instructions, ask for information, and express opinions in simple terms. For example, you might read a short notice, write a simple email, or discuss a familiar topic like hobbies or daily routines. Mastering these skills is essential for integrating into English-speaking communities, accessing public services, and progressing to higher levels of ESOL or vocational study.

    This qualification is particularly important for learners whose first language is not English, as it provides a structured pathway to improve language proficiency. It aligns with the Adult ESOL Core Curriculum and prepares you for real-world interactions, such as visiting a doctor, shopping, or speaking with a teacher. By the end of Entry 2, you should be able to communicate effectively in simple, routine situations, building confidence for further learning and employment.

    Key Concepts

    Core ideas you must understand for this topic

    • →Understanding and using common vocabulary related to everyday topics (e.g., food, transport, work, health).
    • →Forming simple sentences with correct word order, using present simple and present continuous tenses, and basic modals like 'can' and 'must'.
    • →Reading and understanding short, simple texts (e.g., signs, forms, short emails) and extracting key information.
    • →Writing short, clear messages, such as a simple note, a postcard, or a basic email, using appropriate punctuation and spelling.
    • →Participating in simple conversations, asking and answering questions about familiar topics, and giving basic instructions or descriptions.

    Learning Objectives

    What you need to know and understand

    • Identify the main points in short texts on familiar topics.
    • Follow simple written instructions with up to three steps.
    • Arrange a list of words in alphabetical order by the first letter.
    • Extract specific details from signs, notices, or simple forms.
    • Use a simplified dictionary to find meanings of unfamiliar words.
    • Read a range of texts for different purposes, Apply principles of text when reading, Use strategies to locate text and information
    • Read a range of texts for different purposes, Apply principles of text when reading, Use strategies to locate text and information
    • Extract information from simple texts, Know letters of the alphabet, key words, signs and symbols
    • Read a range of texts for different purposes, Identify features of text, Read and understand the language commonly used on forms, Be able to use alphabetical order
    • Read a range of texts for different purposes, Identify features of text, Read and understand the language commonly used on forms, Be able to use alphabetical order
    • Read a range of texts for different purposes, Follow instructional text, Be able to use alphabetical order
    • Read a range of texts for different purposes, Apply principles of text when reading, Use strategies to locate text and information
    • Extract information from simple texts, Know letters of the alphabet, key words, signs and symbols
    • Read a range of texts for different purposes, Apply principles of text when reading, Use strategies to locate text and information

    Assessment Criteria

    Key criteria assessors look for in your portfolio

    • Award credit for demonstrating the ability to locate key information (e.g., a name, date, time) in a simple text.
    • Expect learners to correctly sequence a set of instructions.
    • Credit accurate alphabetical ordering, even if the second letter is not considered.
    • Look for evidence of using different reading strategies (e.g., using headings, pictures to predict content).
    • Award credit for accurately identifying the main idea and supporting details in a range of text types (e.g., emails, articles, notices).
    • Demonstrate application of text principles by explaining how features such as headings, bullet points and images aid understanding.
    • Provide evidence of using appropriate strategies (e.g., scanning for keywords, skimming for gist) to locate specific information efficiently.
    • Award credit for demonstrating the ability to identify the main purpose of a given text and distinguish it from supporting details.
    • Award credit for correctly locating specific information such as dates, times, prices, or names by effectively scanning the text.
    • Award credit for showing understanding of textual features (e.g., headings, bullet points, bold print) to navigate and extract relevant data.
    • Award credit for accurately identifying and naming all 26 letters of the alphabet in both upper and lower case.
    • Evidence must show correct recognition of a minimum of 15 high-frequency key words (e.g., stop, exit, toilet, open) in isolation and within simple texts.
    • Learners should successfully extract specific information from a short text or sign, such as a time on a notice or a location on a simple map, demonstrating comprehension.
    • Credit must be awarded for correctly interpreting common signs and symbols (e.g., no entry, recycling, fire exit) in context.
    • Award credit for correctly extracting relevant details from a short text (e.g., event flyer) when answering comprehension questions.
    • Credit demonstration of understanding form fields by accurately completing a simple application with personal information.
    • Look for ability to explain the purpose of text features such as bold headings or bullet points in a given document.
    • Expect learners to sequence a list of words alphabetically, considering subsequent letters when initial letters are the same.
    • Award credit for accurately extracting specific details (e.g., dates, times, costs) from short authentic texts such as advertisements, leaflets or timetables.
    • Credit given for correctly identifying the purpose of a text (e.g., to warn, to invite, to instruct) and for recognising common layout features such as headings, bullet points or bold print.
    • Award marks for demonstrating the ability to locate information using alphabetical order, such as finding a name in a directory or a word in a glossary.
    • Award credit for correctly identifying specific information (e.g., times, prices, dates) from short texts like flyers or advertisements.
    • Award credit for accurately following simple written instructions with up to three steps, demonstrated by completing a task or answering questions.
    • Award credit for applying alphabetical order to locate items in a list (e.g., names in a directory, words in a simple dictionary).
    • Award credit for accurately identifying the purpose of a text (e.g., to inform, instruct, persuade) based on its layout and language features.
    • Credit should be given for effective use of skimming to grasp the gist and scanning to locate specific data such as dates, names, or numbers.
    • Look for evidence that the learner can interpret common text conventions like bullet points, bold print, and captions to navigate information.
    • Award marks for correctly answering comprehension questions that require inference or synthesising information from multiple parts of the text.
    • Award credit for accurately identifying single letters and their sounds in the context of a simple word or phrase (e.g., pointing to the letter 'S' in 'STOP').
    • Credit for correctly matching a key word to its corresponding visual symbol or illustration (e.g., linking 'toilet' to a male/female restroom sign).
    • Award credit for extracting one specific piece of information from a short functional text, such as identifying the departure time from a simple bus timetable or the date of an appointment from a brief note.
    • Award credit for correctly extracting key pieces of information from short functional texts (e.g., notices, emails, timetables) as per the task instructions.
    • Demonstrate use of appropriate reading strategies such as scanning for numbers, names, or dates when answering specific questions.
    • Acknowledge understanding of text organisation by referencing features like headings, bullet points, or highlighted words to locate information.

    Assessment Guidance

    Guidance for achieving higher grades

    • 💡Read the question carefully before scanning the text for answers.
    • 💡Underline or highlight key words in instructions to know exactly what to do.
    • 💡For alphabetical order, say the alphabet in your head to check the sequence.
    • 💡In a dictionary, look at the guide words at the top of the page to help you find words quickly.
    • 💡Read the questions before the text to identify the type of information needed, then scan the passage for keywords or synonyms.
    • 💡Use text features like headings, subheadings, and bullet points to quickly navigate to relevant sections and predict content.
    • 💡For multiple-choice or short-answer tasks, eliminate obviously incorrect options first and check your choice against specific details in the text.
    • 💡In assessments, always read the questions or task instructions before reading the text to focus your search for information.
    • 💡Use visual clues such as headings, illustrations, and layout to predict content and quickly find the section containing the answer.
    • 💡Practice with authentic materials like transport timetables, restaurant menus, and public notices to build speed and accuracy in locating information.
    • 💡In reading assessments, scan the text first for familiar keywords or symbols before reading every word to quickly identify the main idea.
    • 💡Always relate written words to real-life objects or situations (e.g., match the word 'platform' to a rail station context) to confirm meaning.
    • 💡Use phonics strategies to decode unfamiliar short words, but rely on whole-word recognition for common sight words to improve reading fluency.
    • 💡Pay attention to formatting cues like capital letters, numbers, and simple punctuation (e.g., full stops) as they often highlight essential information.
    • 💡Scan the text for keywords from the question to quickly locate answers, rather than reading every word.
    • 💡When completing forms, read the whole form first to understand what information is required before writing.
    • 💡Use the first letter of each word to quickly check alphabetical order, but remember to look at second letters if they match.
    • 💡Highlight or underline text features in the exam paper to help you identify the purpose and key information.
    • 💡Scan the entire text or form quickly to get an overall idea before searching for specific information; use headings, logos and bold text as signposts.
    • 💡For form-related questions, pay close attention to prompts such as 'PLEASE PRINT', 'Signature', or 'DD/MM/YYYY' to understand what information is required.
    • 💡When using alphabetical order, check beyond the first letter—look at the second, third, and so on, and consider common suffixes like 'Mr', 'Mrs', or 'Dr' that may affect ordering.
    • 💡Before reading the text, read the questions carefully to know exactly what information to look for; this saves time and improves accuracy.
    • 💡When alphabetizing, always check the first letter, then scan down the list to the second letter, saying the alphabet in your head if needed.
    • 💡For instructional texts, underline or number each step as you complete it to ensure nothing is missed in practical tasks.
    • 💡Before reading, analyse the question to identify keywords and predict what type of information you need to find.
    • 💡Use text features like titles, headings, and bold words to quickly locate the relevant part of the text for detailed reading.
    • 💡Practice skimming the first and last sentences of paragraphs to understand the main ideas without reading every word.
    • 💡For multiple-choice or matching tasks, eliminate obviously wrong answers first to improve the odds of selecting the correct one.
    • 💡In a reading assessment, scan the text for the specific key words linked to the question rather than attempting to read every word—this saves time and reduces errors.
    • 💡Use picture cues or symbols in the text as context clues; for instance, if you see a train icon, expect words like 'platform', 'time', 'delay'.
    • 💡Practice recognising high-frequency words in isolation and in simple sentences, such as 'exit', 'danger', 'open', 'closed', 'bus stop', and 'today'.
    • 💡For multiple-choice questions, eliminate obviously incorrect options first by checking initial letters: if the text says 'Monday' and one option is 'Sunday', they are not the same.
    • 💡Read the question carefully before attempting to find the answer; underline or highlight the keywords to focus your search.
    • 💡Use headings, subheadings, and any visual clues like logos or formatting to quickly identify the type of text and its purpose.
    • 💡If you don't understand a word, try to guess its meaning from the surrounding context rather than getting stuck.
    • 💡For the speaking and listening assessment, speak clearly and at a natural pace. Don't rush. If you don't understand a question, it's okay to ask the examiner to repeat it. Use simple phrases like 'Can you repeat that, please?'
    • 💡In the reading test, read the questions first before reading the text. This helps you focus on finding specific information. Look for keywords in the text that match the question.
    • 💡For writing tasks, plan your answer briefly. Write simple sentences and check your spelling and punctuation. Use capital letters for names and at the start of sentences. Leave time to read through your work and correct any mistakes.

    Common Mistakes

    Common errors to avoid in your coursework

    • Confusing alphabetical order when multiple words start with the same first letter.
    • Misinterpreting instructional verbs like 'underline', 'circle', 'match'.
    • Relying solely on word-for-word reading instead of skimming for key information.
    • Struggling to differentiate between similar-looking words (e.g., 'from' and 'form').
    • Confusing skimming (reading for general meaning) with scanning (searching for specific facts), leading to incomplete or irrelevant answers.
    • Misinterpreting the writer’s purpose or tone due to unfamiliarity with discourse markers and cohesive devices.
    • Attempting to understand every word rather than using contextual clues, which slows down reading and hinders overall comprehension.
    • Misidentifying the text type and thus misinterpreting its purpose, leading to incorrect answers (e.g., reading a persuasive leaflet as purely informative).
    • Scanning the text randomly without a clear search strategy, causing key information to be overlooked.
    • Confusing skimming (reading for overall meaning) with scanning (looking for specific words or numbers) and failing to locate precise details.
    • Confusing visually similar letters (e.g., b/d, p/q) when reading aloud or matching, leading to word misidentification.
    • Assuming all symbols are universal; learners may misinterpret culturally specific icons (e.g., a green cross for pharmacy) without explicit teaching.
    • Focusing solely on word recognition and neglecting to use layout features (e.g., bold text, bullet points) to locate key information in a simple text.
    • Reading single words in isolation without considering context, causing errors in understanding signs like 'push' on a door that actually says 'pull'.
    • Confusing similar-looking form fields, such as 'surname' and 'first name', leading to incorrect completion.
    • Struggling to maintain alphabetical order beyond the first letter, especially with words like 'car', 'cat', 'catch'.
    • Overlooking text features like subheadings and captions, which may contain essential information for answering questions.
    • Misinterpreting dates and numerical information in formatted texts, such as timetables or price lists.
    • Misinterpreting homonyms or words with multiple meanings when deducing context from forms (e.g., confusing 'date' as day/month/year vs. a social meeting).
    • Overlooking small but critical details such as abbreviations (e.g., 'dept' for 'department') or instructions in fine print on forms.
    • Struggling to apply alphabetical order beyond the first letter of a word, especially when sequences share the same initial letters.
    • Relying on whole-word recognition rather than using phonic or contextual clues, leading to misinterpretation of unfamiliar vocabulary.
    • Misordering words when alphabetizing beyond the first letter, especially when the second or third letters are identical or near the end of the alphabet.
    • Overlooking key textual features (e.g., headings, bullet points, bold text) that signal important information in instructional or informational texts.
    • Reading every word instead of employing skimming and scanning strategies, leading to time mismanagement.
    • Misinterpreting text features; for example, ignoring headings and subheadings which help predict content.
    • Overlooking key words in questions and selecting answers based on general understanding rather than specific details.
    • Struggling with authentic texts due to unfamiliar vocabulary, despite the word meaning often being clear from context.
    • Confusing visually similar letters such as 'b' and 'd', 'p' and 'q', leading to misreading key words.
    • Misinterpreting common symbols, for example, confusing the male and female toilet signs, or assuming all red circles mean 'stop' without reading the accompanying text.
    • Overlooking capital letters at the start of sentences or proper nouns, which can obscure the beginning of a new piece of information in a text.
    • Struggling to distinguish between letters and numbers, especially when the same shapes appear in both (e.g., '0' vs. 'O', '1' vs. 'l').
    • Confusing skimming (reading for general meaning) with scanning (looking for specific details), leading to incorrect answers.
    • Misinterpreting vocabulary that appears similar in the learner’s first language but has a different meaning in English (false friends).
    • Overlooking key words in the question that indicate what type of information is required, resulting in irrelevant answers.
    • Misconception: 'I need to know all the grammar rules perfectly before I can speak or write.' Correction: At Entry 2, focus on communicating meaning. It's okay to make mistakes; the goal is to be understood. Practice using simple structures correctly rather than worrying about complex grammar.
    • Misconception: 'Reading and writing are more important than speaking and listening.' Correction: All four skills are equally important and assessed. In real life, you need to understand spoken English and respond appropriately. Practice listening to different accents and speaking clearly.
    • Misconception: 'I should translate everything from my first language.' Correction: Try to think directly in English. Translation can slow you down and lead to errors. Use simple English words and phrases you already know to express yourself.

    Frequently Asked Questions

    Common questions students ask about this topic

    Before You Start

    Prior knowledge that will help with this topic

    • •Completion of Entry 1 ESOL Skills for Life or equivalent basic English knowledge, such as understanding simple greetings, numbers, and common words.
    • •Basic literacy skills in your first language to support learning English, though not essential.
    • •Familiarity with the English alphabet and simple phonics to help with reading and writing.

    Key Terminology

    Essential terms to know

    • Identifying text purposes
    • Following written instructions
    • Alphabetical sequencing
    • Skimming for key information
    • Using reference materials
    • Read a range of texts for different purposes, Apply principles of text when reading, Use strategies to locate text and information
    • Read a range of texts for different purposes, Apply principles of text when reading, Use strategies to locate text and information
    • Extract information from simple texts, Know letters of the alphabet, key words, signs and symbols
    • Read a range of texts for different purposes, Identify features of text, Read and understand the language commonly used on forms, Be able to use alphabetical order
    • Read a range of texts for different purposes, Identify features of text, Read and understand the language commonly used on forms, Be able to use alphabetical order
    • Read a range of texts for different purposes, Follow instructional text, Be able to use alphabetical order
    • Read a range of texts for different purposes, Apply principles of text when reading, Use strategies to locate text and information
    • Extract information from simple texts, Know letters of the alphabet, key words, signs and symbols
    • Read a range of texts for different purposes, Apply principles of text when reading, Use strategies to locate text and information

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