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

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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. 93
94 The Adult Literacy Core Curriculum At this level, adults can read and understand a range of texts of varying complexity accurately and independently read and obtain information of varying length and detail from different sources in a wide range of text types Text Focus Reading comprehension Rt /L2 Skills, knowledge and understanding Adults should be taught to: 8 summarise information from longer documents – understand that summarising must be preceded by locating and selecting information through skimming, scanning and detailed reading – understand that selection involves distinguishing the main points and supporting detail in the document – understand that what to select and how best to present it in summary form will also depend on knowing the purpose and audience for the summary Skills, knowledge and understanding Adults should be taught to: 1 use implicit and explicit grammatical knowledge, alongside own knowledge and experience of context, to help follow meaning and judge the purpose of different types of text – understand that some grammatical forms and types of word signal the level of formality of a text, e.g. passive verbs, third person, abstract nouns – understand that specific grammatical devices are used to persuade, e.g. deliberate ambiguity, rhetorical questions, repetition Example Sentence Focus Grammar and punctuation Rs/L2 2 use punctuation to help interpret the meaning and purpose of texts – understand that certain punctuation is used for particular purposes in some text types, e.g. colon, semicolon, hyphen, dash, brackets, in lists, leaflets, brochures – understand the range and function of the various punctuation used in written English, and the way ‘rules’ and attitudes change over time See also in the key skills: Communication key skills level 2 Part A: In reading and summarising information . . . Part B: C2.2 Summarise the key points (e.g. from a newspaper article/official report on a subject relevant to their own life) in order to discuss the issue at a meeting (e.g. re proposal to close a local school/post office/sell open land for building). Example Read and understand a newspaper report on some research into the safety of mobile phones. Recognise in their own reading that information in brackets is usually less important than the surrounding text.
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Foreword Improving the nation’s l
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Adult Literacy Core Curriculum - Nationally developed Skills for Life ...

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