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

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Sample activities • Using a word processor, design a poster to advertise a local event. • Plan, structure and set out appropriately on paper or screen a ‘personal manifesto’, e.g. announcing a set of ‘house rules’ to the family, setting out some new year resolutions/promises to themselves or others/plans for a healthier lifestyle/a ‘wish list’ for the future. • Discuss with their teacher and other learners the level of correctness needed in different pieces of their own writing. • Practise proof-reading their own writing on paper by highlighting/annotating and correcting errors, omissions, repetitions to clarify meaning, on a photocopy of the original. Judge if the revisions to sense are minor and can be made easily, or whether a new fair copy will have to be made. • Proof-read and make revisions, using ‘cut and paste’ if necessary to writing saved on the computer. Use the spell check carefully, making sure any changes are the right ones by reading for sense first. Sample activities • Using a text written in simple sentences (e.g. the stages in a process such as starting up a car engine, applying a decorative paint effect to a door), experiment with different ways of combining the sentences into longer ones while still keeping the same sense. Compare the two versions. • Learn to recognise sentence boundaries when proof-reading their own writing by looking for where a new idea or action begins. If this is not marked as a new sentence, place a ruler on its edge between the end of one idea/action and the next. Read the parts of the sentence on either side and decide if each is a complete sentence; if it is, add a full stop and initial capital letter, or see how the two parts can be properly joined, e.g. Most football hooligans have jobs and plenty of money, they could not travel abroad if they did not, people think they are all young lads, they are not, they are often aged thirty to forty. could become Most football hooligans have jobs and plenty of money because they could not travel abroad if they did not. People think they are all young lads but they are not. They are often aged thirty to forty. • Work from notes made as the result of a discussion, reading passage or video (stored on Notepad or other on-line notes facility). Edit the notes to make sure that complete sentences are used. Writing End-of-sentence punctuation Too often, learners are taught that full stops and commas correspond to pauses in spoken language. But the sentences of spoken language do not follow the same rules as written sentences. End-of-sentence punctuation needs to be taught in the context of developing a ‘sense of sentence’, that is, learning to recognise what comprises a complete grammatical written sentence. 123
124 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 Sentence Focus Grammar and punctuation Ws/L1 Skills, knowledge and understanding Adults should be taught to: 2 use correct grammar (e.g. subject–verb agreement, correct use of tense) – understand that, while writing, a writer needs to keep checking that singular subjects have a singular verb and that plural subjects have a plural verb – understand that it is easy to change tense unintentionally while writing and it is important to check for the correct tense 3 punctuate sentences correctly, and use punctuation so that meaning is clear – know all the punctuation markers for the beginnings and ends of sentences, and know when to use each one – understand that, in writing which is not in sentences, other punctuation can be used to make meaning clear, e.g. colons to mark the start of a list, dashes before each item in a vertical list Example Word Focus Spelling and handwriting Ww/L1 Skills, knowledge and understanding Adults should be taught to: 1 spell correctly words used most often in work, studies and daily life – know and apply a range of methods (visual, phonetic, kinaesthetic, use of analogies and mnemonics) to help learn and remember correct spellings – know and apply some spelling rules to help attempt and check spellings (see opposite) – understand that the spelling of homophones is related to meaning and grammar 2 See also in the key skills: Communication key skills level 1 Part A: In writing documents . . . Part B: C1.3 produce legible text – understand the different aspects relating to legible text written by hand and by word processor – understand that a word processor is an ideal tool to use where presentation is very important (e.g. a CV) because it allows errors to be corrected without evidence of the alterations Write grammatically correct sentences with subject–verb agreement and the correct use of tense over a text of at least one paragraph or equivalent, e.g. the account of an experience. Write a letter to someone they do not know personally with correct use of capital letters and end-of-sentence punctuation. Example Use strategies to attempt and check spellings with confidence in their own writing. Recognise when it is necessary to doublecheck a spelling, e.g. by using their own personal spelling or another dictionary, by asking another person. Handwrite a legible and neatly presented letter to someone outside the family.
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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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Adult Literacy Core Curriculum - Nationally developed Skills for Life ...

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