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

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Sample activities • Exchange e-mails with a teacher/other learners. • Use pictures (prepared from a catalogue/birthday cards/sticker books) to plan and write a simple story for a small child. • Write some short instructions to accompany symbols/illustrations, e.g. on how to use a household product. Ask other learners to check them for ease of use; then try turning the instructions into a flow chart or diagram. • Choose a topic from their own experience which others do not know much about, e.g. line dancing, some voluntary work, embroidery, horse racing. Compose a ‘beginner’s guide’. Decide the best way to organise (e.g. in sentences, as a chart, list of points under headings) and present at least three pieces of information for a complete beginner. Try these out on others. Sample activities • In pairs or in a group, compose four simple sentences, e.g. on an event in the day’s news; write them out leaving a line between each. Discuss how to combine four into two, by selecting the best linking words from a selection provided on cards. Copy the selected words in the right place and adjust the punctuation. Copy out the two new compound sentences with correct full stops and initial capitals. Sentence structure • Using the same four sentences, try to combine all four into one sentence with linking words. • In pairs, sort six prepared simple sentences on cards into a meaningful sequence. Select linking words to combine some into compound sentences; experiment with the best way to do this. Copy out the new text with the sentence boundaries correctly marked. • On a word processor, experiment with substituting different adjectives in a text. For example, use the ‘Find and Replace’ facility in Word to replace the word nice with other adjectives in a short text (e.g. postcard). • In pairs, try describing some illustrations to each other, e.g. (from a fashion or home decoration magazine) a pink loo, an elegant Victorian marble fireplace, horrible wallpaper. Discuss the effect of different types of adjective and identify which adjectives convey attitudes and/or describe appearance. Writing Learners need to develop their knowledge of conjunctions and other connectives to avoid repetition, for example through overuse of and, then, next in chronological writing. They also need to understand the use of conjunctions and other connectives in developing arguments, e.g. if . . . then; so; finally. 109
110 The Adult Literacy Core Curriculum At this level, adults can write to communicate information with some awareness of the intended audience in documents such as forms, lists, messages, notes, records, e-mails, simple narratives Sentence Focus Grammar and punctuation Ws/E2 Skills, knowledge and understanding Adults should be taught to: 3 use punctuation correctly (e.g. capital letters, full stops and question marks) – understand that capital letters and end-ofsentence punctuation cannot be used arbitrarily, but must mark the grammatical boundaries of a complete sentence – understand that punctuation is best thought about at the stage of composition and included as the sentences are put down, rather than added from scratch at the end – understand that questions are sentences that have a different word order from straightforward statements – understand that question marks signal to the reader that the sentence is asking a question 4 use a capital letter for proper nouns – understand what is meant by a proper noun – understand the purpose of marking proper nouns by an initial capital Skills, knowledge and understanding Adults should be taught to: 1 spell correctly the majority of personal details and familiar common words – understand that for most people spelling has to be learnt – understand that all learners need a range of strategies but that some work better for some people than others – understand that not all spellings can be worked out from the sound of the word; visual strategies are needed as well – understand that looking carefully at letter patterns when reading helps remember the spelling for writing Example Word Focus Spelling and handwriting Ww/E2 Write simple and compound sentences (including questions), using correctly placed capitals, full stops and question marks, e.g. in a letter to a friend enquiring whether they are coming to visit, and when. Use initial capitals for proper nouns in their own writing, e.g. a note to a supervisor at work, or a form in a newspaper to send off for a brochure of a resort. Example Extend accurate spelling of personal key words and familiar words when writing for their family, friends, workmates (in messages, notes, e-mails), e.g.: • the names of family members, friends, workmates, local places • more high-frequency words from the Dolch list (see p.67) • the months of the year • numbers up to 20.
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core curriculum Adult Literacy incl
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Foreword Improving the nation’s l
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Speaking and listening Speaking and
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The Adult Basic Skills Reading Core
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