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

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Sample activities • Work in pairs to help develop grammatical awareness and apply it when writing, e.g. stop every 10 minutes, get to the end of the next sentence, read out their own writing to their partner to check for grammatical sense and correctness. Alternatively, exchange their writing with their partner, read each other’s writing and discuss its sense. • Develop an awareness of different verb tenses by rewriting short extracts in a different tense, e.g. a paragraph of an autobiography, a report on a current issue, an advertisement for a holiday. Discuss the effect of changing the tense on other words, word order, the meaning of the text as a whole. • Use word processor to change verbs from present to past, or to change nouns and verbs from singular to plural. • Reinforce their understanding of punctuation as part of the writing process by using ‘punctuation spot checks’ with a partner. When composing a piece of writing in continuous text, one member of the pair says ‘Stop!’ Writers at once exchange texts and proof-read each other’s to check if punctuation is being used. Discuss their findings. • Plan, draft and write a short narrative or description to be marked specifically for sentence punctuation and capital letters, which they highlight to show up clearly for their teacher. Sample activities • Use spelling strategies and dictionaries to check spelling as part of the standard proof-reading process with their own writing. • In a group, each person gives a new word that they have needed to be able to spell since the last class; anyone can volunteer to spell it; if they cannot, the teacher writes the correct spelling on the flipchart; learners select which words to add to their personal dictionary. • Take a list of common homophones/near homophones (e.g. their/there/they’re, hear/here, where/were/we’re, you’re/your, of/off, to/two/too) and in a pair compose a comical text which uses each word correctly, e.g. The bouncers dust down their suits. There are six of them on the door and they’re all very tough. You can hear them down the street calling, ‘Get out of here. Where do you think you’re going to?’ ‘We’re coming in.’ ‘No, you’re not. Take your mate with you and the two of you push off. You lot can go with them too.’ Then discuss what they learn from this exercise about the various words, e.g. their forms, how they can be used, the sort of writing they could be used for, and their meanings. Writing Commas Commas can be problematic because they have several uses, but most importantly learners need to know where they should NOT be used – that is, where a full stop or other end-of-sentence marker is needed. The use of commas to separate items in a list is relatively straightforward. Commas to separate clauses or to bracket off a phrase need to be taught in the context of developing control of complex sentences, while drawing attention to their use in various text types. • Plan, draft and handwrite a short text to entertain (e.g. a poem, the opening of a story, a comical anecdote) and exchange texts with their partner to read. • Identify a writing task where legibility and neatness are essential (e.g. a letter of application for a job) and use a word processor to compose, draft and edit it to produce legible text. Spelling and word structure • Spell two-syllable words containing double consonants, e.g. muddle, kettle, common and understand rules for doubling consonants with suffixes. • Identify and spell irregular verb forms, e.g. would, could, should. • Understand spelling patterns in plurals, using rules such as: – when y is preceded by a consonant, change y to i and add –es, e.g. lady/ladies; – when y is preceded by a vowel, add –s, e.g. key/keys; – add –es to most words ending in –s, –sh, –ch, e.g. church/churches; – change –f to –ves, e.g. thief/thieves. • Read and spell suffixes such as: –al, –ary, –ship, –ness, –ible, –able, –tion, –sion. 125
126 The Adult Literacy Core Curriculum At this level, adults can write to communicate information, ideas and opinions clearly and effectively, using length, format and style appropriate to purpose, content and audience in a wide range of documents Text Focus Writing composition Wt/L2 Skills, knowledge and understanding Adults should be taught to: 1 plan and draft writing – understand that planning and drafting include sub-stages: (a) organising information and thinking in note/diagram form (b) distinguishing what must go in from what might go in, and deciding the optimum length for the task (c) choosing the appropriate language and structure to get across their meaning – understand that planning and drafting decisions relate to the subject matter, type of text, purpose and audience 2 3 See also in the key skills: Communication key skills level 2 Part A: In writing documents . . . Part B: C2.3 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 and ideas in a logical or persuasive sequence, using paragraphs where appropriate – understand that how material is best sequenced will depend on the type of content and purpose of writing, e.g.: (a) in explanation or description, the writer should consider whether the reader needs to understand certain points before they can understand others (e.g. how a car engine works) (b) in persuasive texts, the writer needs to sequence information and ideas in the way most likely to convince the reader (e.g. to use public transport in favour of cars) (c) some writing needs to combine both techniques (e.g. an account of how a piece of medical equipment works, together with a request for money to buy one) Example Plan and draft a report to present at a community meeting. Plan and draft an assignment for studies. Plan, draft and write a formal letter providing the necessary level of information. Describe some damage for a house insurance claim. For the school newsletter, write an appeal for volunteers to join the school fundraising group.
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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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