Reading – using reading skills
This subtopic focuses on equipping learners with foundational reading strategies to locate and extract information from simple texts for a specific purpose, such as following instructions, finding details in notices, or gathering facts from short passages. Learners will develop skills in scanning, using headings and key words, and understanding basic text features to become more independent readers in everyday contexts.
Assessment criteria
Topic Overview
The City & Guilds Entry Level Award in Reading – Using Reading Skills (Entry 1) is designed for learners who are building foundational literacy skills. This qualification focuses on developing the ability to read and understand simple texts, such as short sentences, signs, labels, and basic instructions. It is part of the Foundations for Learning suite, which supports learners in gaining essential life skills for further education, employment, and daily living. At Entry 1, the emphasis is on recognising common words, understanding basic punctuation, and extracting straightforward information from texts.
This award is crucial for learners who may have limited prior experience with reading or who need to build confidence in a supportive environment. It provides a stepping stone to higher-level qualifications, such as Entry 2 and Entry 3, and helps learners access other areas of the curriculum, including writing and communication. By mastering these skills, students can improve their ability to navigate everyday situations, such as reading a bus timetable, following a simple recipe, or understanding safety signs. The qualification is assessed through a portfolio of evidence, allowing learners to demonstrate their skills in practical contexts.
In the wider context of the City & Guilds Other Life Skills Qualification, this award contributes to a holistic approach to learning. It is often taken alongside other Entry Level awards in areas like numeracy or digital skills, providing a well-rounded foundation for personal development. The content is tailored to be accessible and relevant, using real-life materials that learners encounter in their communities. This makes the learning experience engaging and directly applicable to improving independence and quality of life.
Key Concepts
Core ideas you must understand for this topic
- →Recognising common words and symbols: Learners must be able to identify and read familiar words, such as 'exit', 'stop', 'open', and 'closed', as well as common symbols like arrows and logos.
- →Understanding basic punctuation: Knowledge of full stops, capital letters, and question marks is essential for interpreting simple sentences and questions.
- →Reading for meaning: Students should be able to extract key information from short texts, such as the main idea or a specific detail (e.g., a time or date).
- →Using context clues: Learners need to use pictures, layout, and surrounding words to help understand unfamiliar words or phrases.
- →Following simple instructions: The ability to read and act on short, step-by-step directions (e.g., 'Turn left', 'Press the button') is a core skill.
Learning Objectives
What you need to know and understand
- Be able to find information for a specific purpose, Be able to develop reading strategies
Assessment Criteria
Key criteria assessors look for in your portfolio
- Award credit for demonstrating the ability to identify the main purpose of a text (e.g., to inform, instruct, or describe).
- Look for evidence of using scanning techniques to locate specific information, such as finding a name, date, or price within a short text.
- Assess the use of text features like headings, bullet points, or bold print to navigate and locate information efficiently.
- Evaluate whether the learner can select relevant information that matches a given purpose, avoiding irrelevant details.
- Check that the learner can employ at least one reading strategy, such as skimming for gist or scanning for detail, to answer a straightforward question.
Assessment Guidance
Guidance for achieving higher grades
- 💡Practise timed exercises where you must find information quickly in real-world texts like bus timetables or supermarket leaflets.
- 💡Always read the question or task first so you know exactly what information to look for before you start reading the text.
- 💡Use your finger or a pen to guide your eyes when scanning for numbers, capital letters, or familiar words—it helps focus attention at this level.
- 💡Before answering, double-check that the information you found directly relates to the purpose stated in the task, not just the general topic.
- 💡Tip 1: Practise reading real-life texts like signs, labels, and short notes. Examiners look for evidence that you can apply reading skills in everyday situations, so use materials from your environment.
- 💡Tip 2: Always check the question carefully. Many learners lose marks by not reading what is being asked – for example, if the question says 'Find the time', make sure you look for a number or clock, not just any word.
- 💡Tip 3: Use pictures and layout to help you. In assessments, images often provide clues about the text. If you are stuck on a word, look at the picture or the surrounding words for hints.
Common Mistakes
Common errors to avoid in your coursework
- Learners may read word by word instead of scanning, causing them to miss key information quickly.
- Confusing the overall topic of a text with the specific detail required for the purpose (e.g., knowing a text is about a party but not finding the start time).
- Over-reliance on guessing from pictures rather than using the text to confirm information.
- Misinterpreting simple abbreviations or symbols in everyday texts (e.g., '£', 'St', 'am/pm').
- Struggling to filter out irrelevant information when faced with a longer text, leading to incorrect or incomplete answers.
- Misconception: Reading is just about saying words aloud correctly. Correction: While decoding is important, the main goal is understanding meaning. Learners should focus on what the text is telling them, not just pronouncing words.
- Misconception: All words must be read perfectly. Correction: At Entry 1, it is acceptable to use strategies like sounding out or guessing from context. The emphasis is on overall comprehension, not flawless reading.
- Misconception: Punctuation doesn't affect meaning. Correction: Punctuation like full stops and question marks changes how a sentence is read and understood. For example, 'You are going.' vs 'You are going?' have different meanings.
Frequently Asked Questions
Common questions students ask about this topic
Pass / Merit / Distinction Evidence Checklist
How your portfolio evidence is graded for CITY & GUILDS LIMITED Reading – using reading skills
Every vocational unit is marked against named criteria rather than an exam percentage. Your tutor's brief lists the exact codes for this unit — here is what each band is asking you to do.
Demonstrate baseline knowledge, accurate terminology, and core practical application.
Provide detailed analysis, structured explanations, and clear workplace reasoning.
Deliver thorough evaluation, original problem solving, and fully justified recommendations.
Before You Start
Prior knowledge that will help with this topic
- •No formal prerequisites are required for this qualification, as it is designed for beginners. However, learners should have some basic familiarity with the alphabet and be able to recognise a few common words, such as their own name or simple nouns like 'cat' or 'dog'.
- •It is helpful if learners have completed a pre-entry level course or have some experience with phonics, as this can support word recognition and decoding skills.
Coursework AI Review
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Key Terminology
Essential terms to know
- Be able to find information for a specific purpose, Be able to develop reading strategies
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