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

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Sample activities • Compose a short text explaining/ describing a process from their own experience for another person, e.g. having their eyes tested, having body parts pierced, losing their way on a journey. Write in complete sentences with initial capitals and appropriate end-of-sentence punctuation. Exchange the text with another learner for reading and checking. • Turn some given statements into questions on a word processor; compare the results with another learner and discuss the effects on word order. Identify the key question words; punctuate the question versions with question marks. • Find the question mark in text-messaging facilities. Send text messages that include questions to friends, e.g. When will I see you again? • Use a mobile-phone text-messaging facility to copy or write a short note, using upper-case letters as appropriate. • Share examples from their own experience of different types of proper noun; devise a chart/list/table to record words and add to this new examples that they find in their own reading. • Compose some e-mails using a list of proper nouns, e.g. to a TV station to request the return of a programme, to a local radio show asking them to play a friend’s favourite track, to a newsagent to order a new magazine. Sample activities • In the context of their own writing, practise spelling personal and high-frequency words using a range of spelling strategies appropriate to their own preferred learning style. • Start a personal spelling dictionary, such as the dictionary facility that exists on some mobile phones. Record unfamiliar spellings in lower-case letters on the appropriate letter page; write a short definition alongside it if necessary. Use it for reference in their own writing. • Group the months of the year into those with similar spelling patterns and discuss the origins of the names with their teacher and other learners. Write out the correct full spelling for each month alongside their abbreviated and numerical forms. Use Look, Say, Cover, Write, Check to learn. • Complete their personal details, correctly spelt on a variety of simple forms. Writing 111
112 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 Word Focus Spelling and handwriting Ww/E2 Skills, knowledge and understanding Adults should be taught to: 2 use their knowledge of sound–symbol relationships and phonological patterns (e.g. consonant clusters and vowel phonemes) to help work out correct spellings, as appropriate for the needs of the learner – understand that many words follow regular spelling patterns which correspond to certain sounds – understand that it is possible to greatly reduce the chances of making random spelling errors by applying their knowledge of spelling patterns and rules – understand that adding –s to nouns is a common way of indicating more than one, and know the term plural – understand that –ed and –ing are common spellings at the end of words to show the past and present forms of verbs – understand that some words can be split into parts to help spelling, e.g. compound words, words with prefixes or suffixes 3 produce legible text – understand the concept of ‘fitness for purpose’ in the presentation of writing, e.g. that the critical importance of accuracy, legibility, neatness will vary depending on context, audience and purpose – understand that handwriting and word processing are skills that people need to learn to use to produce legible text in different circumstances Example Extend and secure their knowledge of the spelling of common regular words, including: • common spelling patterns for long vowel phonemes (see opposite); • common spelling patterns for vowel phonemes (see opposite); • plurals ending in –s • verbs with –ed and –ing endings • familiar compound words, e.g. football, teaspoon • words with common prefixes, e.g. un–, dis–, to indicate the negative. Record some important information, in a work context, in a clearly legible and intelligible form on paper or screen, e.g. goods received, a product tracking record, a machine service record, information to update next shift.
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core curriculum Adult Literacy incl
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ii The Adult Literacy Core Curricul
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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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Adult Literacy Core Curriculum - Nationally developed Skills for Life ...

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