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

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Sample activities • Listen to a tape of short sentences containing missing words with the same vowel phonemes. After each sentence, write down the word indicated by the tape, applying their knowledge of likely spellings which can represent that sound. • Using words from their own spelling dictionary or another familiar text, identify with their teacher/other learners which words can have a meaningful plural form. Draw up some rules. • Identify a list of nouns from their own reading/writing and write down their plural forms. Check this with the teacher/other learners. • Assess their own handwriting style with their teacher for legibility and fluency. Identify what aspects need improvement, e.g. letter spacing, sizing, orientation. Practise their handwriting, in conjunction with spelling and independent writing. • Work through a systematic handwriting improvement plan if they wish. • Use a word processor to write something that should preferably be printed, e.g. captions for photographs, instructions, a notice. • Use the 'Format: Change Case' facility to compare texts in all upper or all lower case. • Apply different fonts and sizes to a short text to compare their readability and suitability. Writing Phonics and spelling Discriminate, spell and read the common spelling patterns for the long vowel phonemes: ee, ai, ie, oa, oo ee: ee (feet) ea (seat) ai: ai (train) a–e (name) ay (play) ie: ie (lie) i–e (bite) igh (high) y (fly) oa: oa (boat) o–e (pole) ow (show) oo: oo (moon) u–e (tune) ew (flew) ue (blue) Discriminate, spell and read the common spelling patterns for the vowel phonemes: oo, ar, oy, ow oo: u (pull) oo (good) ar: ar (car) oy: oi (boil) oy (boy) ow: ow (cow) ou (sound) Discriminate, spell and read the common spelling patterns for the vowel phonemes: air, or, er air: air (fair) are (scare) ere (there) ear (bear, wear) or: or (sport) oor (floor) aw (claw) au (caught) ore (more, store) er: er (her, were) ir (bird) ur (fur) Discriminate, spell and read the common spelling patterns for the vowel phonemes: ear, ea ear: ear (fear, hear) ea: ea (bread, head) Handwriting The physical process of writing can be extremely laborious for some learners and can inhibit writing as communication. Learners can develop skills in composition using alternative tools, and focus separately on handwriting. Ultimately, however, the only way to improve legibility and speed is practice. As with spelling, grammar and punctuation, learners need to consider when legibility is important (it might be argued that all writing needs to be legible, but most of us can read our own handwriting, even if no-one else can, and that’s good enough for a shopping list, or a personal reminder). Where necessary, learners need to be taught how to form letters, both small letters and capitals, and how to join letters. Handwriting practice can be combined initially with spelling. Learners also need to practise writing in limited spaces, such as on forms. 113
114 The Adult Literacy Core Curriculum At this level, adults can write to communicate information and opinions with some adaptation to the intended audience in documents such as forms, notes, records, e-mails, letters, narratives, simple instructions, short reports Text Focus Writing composition Wt/E3 Skills, knowledge and understanding Adults should be taught to: 1 plan and draft writing – understand that the choice of how to organise writing depends on the context and audience – understand that there are different ways of planning, e.g. notes to organise and review thinking, a list of points to include, a diagram to group related points together – understand that drafting follows planning and involves turning plans into something nearer the finished version – understand that some writing has to be written straight off, with the only planning taking place in the writer’s head 2 3 4 organise writing in short paragraphs – understand that paragraphs normally consist of more than one sentence – understand that paragraphs are not arbitrary divisions put in at the end of writing but a way of grouping the main points and supporting detail at the drafting stage – understand that paragraphs are often introduced by a topic sentence – understand that paragraphs can be arranged under headings in certain sorts of texts, e.g. information texts – understand that paragraphs need to follow on from each other using appropriate linking words sequence chronological writing – understand that some writing is sequenced by order of events in time – understand that certain linking words are useful to join sentences and paragraphs in chronological writing, e.g. first, then, later, while, before, after proof-read and correct writing for grammar and spelling – know when to proof-read, i.e. after drafting and editing, to check if the text can be the final version Example Plan and draft their own writing to a satisfactory final standard for the task, e.g. a letter to a teacher explaining they are going on holiday; a story or poem for a college or community magazine. Plan, draft and write a continuous coherent text of at least half a page divided into short paragraphs, e.g. a description of a place for the opening of a story/novel, a reply to a business letter received at home. Write the chronological account of a recent event in their own life, e.g. going to see their child in a school concert. Write the description of a process where stages must occur in a particular sequence, e.g. preparing a wall and hanging wall paper. Proof-read their own writing, on paper and screen, identifying and correcting the main errors of sense and spelling; use a dictionary/spell check if necessary.
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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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