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

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Sample activities • Record new key spellings in their own spelling dictionary and learn to spell them. • Use a spelling dictionary to check the spellings in their own writing. • In pairs or in a group, make a list of words related to their own work/leisure/special interest. Write down a list, with help if necessary. Identify any common spelling patterns in related terms, e.g. engine, engineer, engineering; freeze, freezer, frozen. Write a short explanatory text for other learners, using identified specialist words and spelling them correctly. • Sort the words in a mobile phone or computer-based personal dictionary into different folders, according to different categories or level of difficulty. Spelling and word structure • Write a short recount in the past tense applying rules for spelling verbs with –ed/–d endings. • In pairs, generate antonyms for a given list of words by adding prefixes, e.g. un–, mis–, dis–, in–; write pairs of words in their personal spelling dictionary for reference in their own writing. • In pairs, identify comparative and superlative forms for adjectives requiring suffixes; discuss how new forms might be spelt. Look at the correct spellings and work out some rules (e.g. pale, paler, palest; sad, sadder, saddest). • Listen to some unfamiliar words on tape and discuss how they might be spelt, drawing on their existing spelling knowledge (e.g. frighten – cf fright; listening – cf listen; playground – cf play + ground), then look at the words written down. Annotate them to emphasise their structure and familiar parts. Record them in their spelling dictionary. • Use a text-to-speech program to apply a range of prefixes and suffixes to root words. Check the words in Word's Thesaurus. • Make a handwritten fair copy of a short letter from their own draft composition. • Write out a favourite recipe by hand or on screen to circulate to other learners. Writing • Use word endings to support reading and spelling, e.g. –s (plural), –ed (past tense), –ing (present tense). • Change the spelling of a word when adding an ending such as –ed (past tense), –ing (present tense), –er, –est. • Read and spell words with silent letters, e.g. knee, knife, gnaw, gnat, wrinkle. • Recognise common prefixes such as un–, dis–, de–, re–, pre–. • Use the knowledge of prefixes to generate new words from root words, e.g. happy/unhappy; appear/disappear. • Recognise common suffixes such as –ful, –ly, –less. • Use the knowledge of suffixes to generate new words from root words, e.g. hope/hopeful/hopeless. • Split compound words into component parts for reading and spelling, e.g. football, himself, underneath, airport, playground. 119
120 The Adult Literacy Core Curriculum At this level, adults can write to communicate information, ideas and opinions clearly using length, format and style appropriate to purpose and audience in documents such as forms, records, e-mails, letters, narratives, instructions, reports, explanations Text Focus Writing composition Wt/L1 Skills, knowledge and understanding Adults should be taught to: 1 plan and draft writing – understand that planning must take account of purpose, context and audience – understand that planning needs to be sufficiently clear and organised to be used as the basis for drafting – know different techniques for planning writing, e.g. notes, lists, diagrams, flow charts – know when planning and drafting are appropriate and when it is necessary to write something straight off 2 3 4 See also in the key skills: Communication key skills level 1 Part A: In writing documents . . . Part B: C1.3 judge how much to write and the level of detail to include – understand that the length of text and the level of detail depend on the nature of the content and on purpose and audience – understand that planning and drafting involve making decisions on length and detail present information in a logical sequence using paragraphs where appropriate – understand that information is best presented so that: the opening clearly signals the subject to the reader; points are organised in a logical order; it is clear how one point relates to another; the whole makes coherent sense – understand that paragraphs are one way of organising information in continuous text, enabling the main points to be expanded with supporting detail use language suitable for purpose and audience – understand that writers can select language at different levels of complexity, formality and specialism, and depending on context, audience and purpose – understand that some types of written communication have specific language associated with them, e.g. invitations, estate agents’ leaflets Example Plan and draft their own writing where the context requires careful thought, e.g. an ‘olive branch’ letter to a friend or family member, an article for a community/church/volunteer group/college news-sheet. Plan, draft and write a speech to be delivered at a family function, e.g. wedding, special birthday. Plan, draft and write some information or instructions where points are logically sequenced, e.g. a leaflet on the local neighbourhood for newcomers, a notice about the company social club and how to join. Write different texts using the language appropriate to the form of communication and situation, e.g. an advert to go in a shop window or local paper, a letter of application for a job.
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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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