Adult Literacy Core Curriculum - Nationally developed Skills for Life ...

Sample activities
• Identify the key ways in which two different
newspapers deal with the same story
(e.g. location in paper, layout, selection of
information, use of illustrations, choice of
vocabulary and sentence structure,
conclusions reached); discuss findings with
other learners and consider reasons for the
differences.
• In a group, critically compare some
information from several sources on a
current contentious subject (e.g. genetic
engineering, film censorship, transport
policies, causes of AIDS). Compare and
evaluate texts by highlighting different
aspects in different colours: selection of
factual information, expressions of opinion,
evidence of bias; then consider their own
conclusions on the subject.
• Discuss various ways in which information
is organised in libraries, and how the user
can access this (e.g. books, magazines,
web sites). Visit a library, as a group, and
practise using the systems to locate
specific texts and sites.
• Identify ways in which different types of
text signal to the reader where specific
information is (e.g. contents, index,
bibliography, document files, web-site
links). Practise using these to locate
specific information from different texts to
use in own writing, for a presentation,
discussion or general interest.
Reading
Thinking about what you read
Judging what you read is often considered a higher-order skill or level
of understanding, but most adults are aware, for example, that the
purpose of an advert is to sell them something. This experience can
be built on to teach people to evaluate what they read as a matter of
course:
• What is it for?
• Where is it coming from?
• Who is it aimed at?
• What can I infer that isn’t explicitly stated?
• Do I believe it?
An understanding of the concept of person and the writer’s voice can
be developed alongside decoding and in relation to different text
types:
• Do I know who the writer is?
• Does it matter?
• Is the writer the same person as the narrator?
• Is the writer a named individual or a representative of an
organisation/body/authority?
• Is the writer assuming a ‘voice’ for the occasion?
In continuous texts, readers can try to distinguish:
• main points from supporting detail
• facts from opinions
• conflicting viewpoints
• evidence of simplification, generalisation, manipulation, bias.
By this level, effective adult readers are using all their reading skills
in a multi-fronted approach: their knowledge of the world, of text
types, of sentence structures, vocabulary, sounds, knowledge of
language and specific content. They are making sense of what they
read and reflecting on its validity, relevance, quality. They are using
what they read to further their lives, and to extend their
understanding of life.
• In pairs or groups, identify a real task for which information is needed. Plan the information
search, in stages, deciding which reading strategies are likely to be most efficient at each
stage. Work through the stages:
(a) Use catalogue/search engine to locate relevant titles.
(b) Skim several titles for general impression and choose up to three that look relevant.
(c) Scan these to locate any useful sections; mark with stickies or bookmark on screen.
(d) Starting with the section that seems most useful, read carefully and critically in close
detail.
(e) While reading, write brief notes of the most important points and record the source: title,
chapter/section, web site, page number, etc.
(f) When deciding a whole page is relevant after reading it, photocopy it/paste it into a wordprocessing
file, to read again later.
(g) Highlight key words and phrases from their notes/photocopied pages/word file and sort
the main points under relevant headings for future use.
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