Activities table / Listen and Speak to Communicate / Literacy / The Learning Progressions / Home - Literacy and Numeracy for Adults

	Listen: Vocabulary progressionread more	Listen: Language and Text Features progressionread more	Listen: Comprehension progressionread more	Listen: Listening Critically progressionread more	Speak: Vocabulary progressionread more	Speak: Language and Text Features progressionread more	Speak: Using Strategies to Communicate progressionread more	Interactive Listening and Speaking progressionread more
1.	Greeting, meeting and parting Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text. Verb tenses Learners identify areas of confusion and are taught simple rules and exceptions about tenses.	Greeting, meeting and parting Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text. Verb tenses Learners identify areas of confusion and are taught simple rules and exceptions about tenses.	Elaborating Learners explore ways in which they can add precision, interest and clarity to their speech. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text.	Elaborating Learners explore ways in which they can add precision, interest and clarity to their speech.	Greeting, meeting and parting Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope. Elaborating Learners explore ways in which they can add precision, interest and clarity to their speech. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using formal and informal language Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text. Verb tenses Learners identify areas of confusion and are taught simple rules and exceptions about tenses.	Greeting, meeting and parting Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope. Elaborating Learners explore ways in which they can add precision, interest and clarity to their speech. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using formal and informal language Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text. Verb tenses Learners identify areas of confusion and are taught simple rules and exceptions about tenses.	Elaborating Learners explore ways in which they can add precision, interest and clarity to their speech. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns.	Greeting, meeting and parting Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope. Managing interactions Learners are given opportunities to learn about their own strengths and needs in work, social or community interactions, and use discussions and role plays to increase their skills. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
2.	Greeting, meeting and parting Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope. Listening for details Learners listen for details in specific situations (such as passing on messages), and communicate those details to others. Listening for vocabulary Learners are taught to listen for specific words, using strategies such as prior knowledge and the context to work out the meanings of these words. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text. Verb tenses Learners identify areas of confusion and are taught simple rules and exceptions about tenses.	Greeting, meeting and parting Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope. Building on prior knowledge Learners use prior knowledge before, during and after listening to help them focus on and understand the talk. Listening for details Learners listen for details in specific situations (such as passing on messages), and communicate those details to others. Retelling, summarising Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Sequencing a process Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text. Verb tenses Learners identify areas of confusion and are taught simple rules and exceptions about tenses.	Building on prior knowledge Learners use prior knowledge before, during and after listening to help them focus on and understand the talk. Elaborating Learners explore ways in which they can add precision, interest and clarity to their speech. Listening for details Learners listen for details in specific situations (such as passing on messages), and communicate those details to others. Sequencing a process Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text.	Elaborating Learners explore ways in which they can add precision, interest and clarity to their speech. Listening for details Learners listen for details in specific situations (such as passing on messages), and communicate those details to others.	Greeting, meeting and parting Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope. Elaborating Learners explore ways in which they can add precision, interest and clarity to their speech. Listening for vocabulary Learners are taught to listen for specific words, using strategies such as prior knowledge and the context to work out the meanings of these words. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using formal and informal language Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text. Verb tenses Learners identify areas of confusion and are taught simple rules and exceptions about tenses.	Greeting, meeting and parting Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope. Asking questions Learners to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking. Elaborating Learners explore ways in which they can add precision, interest and clarity to their speech. Retelling, summarising Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using formal and informal language Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context. Using notes to speak Learners are taught strategies they can use as they prepare to speak on a topic. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text. Verb tenses Learners identify areas of confusion and are taught simple rules and exceptions about tenses.	Asking questions Learners to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking. Elaborating Learners explore ways in which they can add precision, interest and clarity to their speech. Retelling, summarising Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using formal and informal language Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context.	Greeting, meeting and parting Learners make choices and practise commonly-used ways of greeting, introducing and farewelling people. Customary practices such as whaikorero can also be included in this scope. Asking questions Learners to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking. Managing interactions Learners are given opportunities to learn about their own strengths and needs in work, social or community interactions, and use discussions and role plays to increase their skills. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
3.	Building on prior knowledge Learners use prior knowledge before, during and after listening to help them focus on and understand the talk. Listening for details Learners listen for details in specific situations (such as passing on messages), and communicate those details to others. Listening for vocabulary Learners are taught to listen for specific words, using strategies such as prior knowledge and the context to work out the meanings of these words. Recognising the impact of words Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations. Sequencing a process Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text.		Building on prior knowledge Learners use prior knowledge before, during and after listening to help them focus on and understand the talk. Elaborating Learners explore ways in which they can add precision, interest and clarity to their speech. Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Listening critically Learners develop skills to identify a speaker’s purpose and point of view, determine possible bias, and to give their own opinion about what they have heard. Listening for details Learners listen for details in specific situations (such as passing on messages), and communicate those details to others. Recognising the impact of words Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations. Retelling, summarising Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Sequencing a process Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text.	Elaborating Learners explore ways in which they can add precision, interest and clarity to their speech. Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Listening critically Learners develop skills to identify a speaker’s purpose and point of view, determine possible bias, and to give their own opinion about what they have heard. Listening for details Learners listen for details in specific situations (such as passing on messages), and communicate those details to others. Recognising the impact of words Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations.	Elaborating Learners explore ways in which they can add precision, interest and clarity to their speech. Listening for vocabulary Learners are taught to listen for specific words, using strategies such as prior knowledge and the context to work out the meanings of these words. Recognising the impact of words Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using formal and informal language Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context. Using notes to speak Learners are taught strategies they can use as they prepare to speak on a topic. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text.		Asking questions Learners to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking. Elaborating Learners explore ways in which they can add precision, interest and clarity to their speech. Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Retelling, summarising Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using formal and informal language Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context. Using notes to speak Learners are taught strategies they can use as they prepare to speak on a topic.	Asking questions Learners to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking. Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Managing interactions Learners are given opportunities to learn about their own strengths and needs in work, social or community interactions, and use discussions and role plays to increase their skills. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns.
4.	Building on prior knowledge Learners use prior knowledge before, during and after listening to help them focus on and understand the talk. Listening for details Learners listen for details in specific situations (such as passing on messages), and communicate those details to others. Listening for vocabulary Learners are taught to listen for specific words, using strategies such as prior knowledge and the context to work out the meanings of these words. Recognising the impact of words Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations. Sequencing a process Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns.	Building on prior knowledge Learners use prior knowledge before, during and after listening to help them focus on and understand the talk. Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Listening for details Learners listen for details in specific situations (such as passing on messages), and communicate those details to others. Retelling, summarising Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Sequencing a process Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns.	Building on prior knowledge Learners use prior knowledge before, during and after listening to help them focus on and understand the talk. Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Listening critically Learners develop skills to identify a speaker’s purpose and point of view, determine possible bias, and to give their own opinion about what they have heard. Listening for details Learners listen for details in specific situations (such as passing on messages), and communicate those details to others. Recognising the impact of words Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations. Retelling, summarising Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Sequencing a process Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns.	Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Listening critically Learners develop skills to identify a speaker’s purpose and point of view, determine possible bias, and to give their own opinion about what they have heard. Recognising the impact of words Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations.	Listening for vocabulary Learners are taught to listen for specific words, using strategies such as prior knowledge and the context to work out the meanings of these words. Recognising the impact of words Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations. Using formal and informal language Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context. Using notes to speak Learners are taught strategies they can use as they prepare to speak on a topic. Using signpost words (discourse markers) Learners explore the words (discourse markers) used to indicate different parts of a spoken text.	Asking questions Learners to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking. Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Retelling, summarising Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using formal and informal language Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context. Using notes to speak Learners are taught strategies they can use as they prepare to speak on a topic.	Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Retelling, summarising Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns. Using formal and informal language Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context. Using notes to speak Learners are taught strategies they can use as they prepare to speak on a topic.
5.			Building on prior knowledge Learners use prior knowledge before, during and after listening to help them focus on and understand the talk. Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Listening critically Learners develop skills to identify a speaker’s purpose and point of view, determine possible bias, and to give their own opinion about what they have heard. Recognising the impact of words Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations. Retelling, summarising Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Sequencing a process Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process.	Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Listening critically Learners develop skills to identify a speaker’s purpose and point of view, determine possible bias, and to give their own opinion about what they have heard.	Using notes to speak Learners are taught strategies they can use as they prepare to speak on a topic.	Asking questions Learners to identify some specific situations in which they wish to improve their questioning skills, using listening and speaking. Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Retelling, summarising Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Using notes to speak Learners are taught strategies they can use as they prepare to speak on a topic.	Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Retelling, summarising Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Using formal and informal language Learners are taught to be aware of different kinds of talk and how they can adjust and adapt their speaking to match audience, purpose and context. Using notes to speak Learners are taught strategies they can use as they prepare to speak on a topic.	Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills.
6.	Building on prior knowledge Learners use prior knowledge before, during and after listening to help them focus on and understand the talk. Recognising the impact of words Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations. Sequencing a process Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process. Taking turns Learners explore the many ways in which participants in a conversation give and use cues for taking turns.	Building on prior knowledge Learners use prior knowledge before, during and after listening to help them focus on and understand the talk. Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Retelling, summarising Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Sequencing a process Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process.	Building on prior knowledge Learners use prior knowledge before, during and after listening to help them focus on and understand the talk. Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Listening critically Learners develop skills to identify a speaker’s purpose and point of view, determine possible bias, and to give their own opinion about what they have heard. Recognising the impact of words Learners explore the ways in which words work together to develop an understanding of collocations, denotations and connotations. Retelling, summarising Learners select the most important ideas or information and retell them in a coherent way so that a listener can get the gist of the story or event that is being retold. Sequencing a process Learners are taught strategies to get the gist as they listen and to determine the order or sequence of steps in a process.	Listening and discussing Learners develop their ability to listen for meaning and to demonstrate understanding through discussion. This also involves critical and interactive skills. Listening critically Learners develop skills to identify a speaker’s purpose and point of view, determine possible bias, and to give their own opinion about what they have heard.