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

More documents

Recommendations

Info

Sample activities • Practise proof-reading their own work for different purposes: scanning each line for spellings that ‘don’t look right’; reading ‘aloud’ (this can be under their breath in a whisper, but the important thing is to listen as well as look) to spot grammatical errors, missing or repeated words, and where meaning could be expressed more clearly or concisely. Amend, revise and re-read. • Exchange their writing with a partner at proof-reading stage; each act as sub-editor for the other, pointing out any places where the sense needs to be clarified for the reader. Sample activities • Increase their awareness of the range of complex sentence patterns by experimenting in a pair with what can be done with them, e.g.: using cards or on screen, try moving words around to see what can go where and still make grammatical sense; delete/cover with post-it strips which words can be omitted, and identify which are essential for sense; try expanding, contracting and combining sentences; highlight in the same colour words that relate to each other (e.g. nouns with their adjectives, verbs with their adverbs). • In pairs or in a group, each person takes the same set of six or eight simple and compound sentences on an item of local news. Rewrite them as two or three sentences to fill a ‘news in brief’ slot, changing the word order, adding/deleting words, using a linking word from a list if necessary, but keeping the overall sense and details of the original. Compare the old and new versions. • Use 'highlight', 'drag and drop' to move the text in complex sentences around, so that the meaning is clear. Insert punctuation where necessary. • Read two or three paragraphs from a newspaper article; highlight verbs, using a different colour for a different tense. Discuss findings and note how, even when an account is written mainly in the past tense, there may be verbs in the present and the future as well (e.g. to indicate an ongoing situation, a future happening). Choose a suitable subject and draft two or three paragraphs in the style of the article, paying particular attention to tenses. Read and analyse the use of tenses in their own writing. • Raise their awareness of the difference between active and passive verbs by transforming active verbs in given sentences into passives, and discussing what happens. Writing 131
132 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 Sentence Focus Grammar and punctuation Ws/L2 Skills, knowledge and understanding Adults should be taught to: 3 use pronouns so that their meaning is clear – understand that pronouns are used to refer to nouns, to avoid having to repeat the noun each time – know that, when using pronouns, it must be clear to what or to whom they refer, and to check this when proof-reading – know the term pronoun and be able to identify personal pronouns: I, me, we, us, you, they, them – understand how these link to the concept of first, second and third person, singular and plural, and subject–verb agreement 4 See also in the key skills: Communication key skills level 2 Part A: In writing documents . . . Part B: C2.3 punctuate sentences correctly, and use punctuation accurately (e.g. commas, apostrophes, inverted commas) – understand when commas are needed in sentences (e.g. to separate items in a list and parts of some complex sentences, to enclose extra information), and that commas should not be used in place of full stops – understand the use of the apostrophe to show a missing letter(s) (e.g. they’re, we’ve, I’m) – know the full verb equivalents and that the writer can choose short or full forms depending on the formality required – understand the difference between it’s (it is) and its (belonging to it) – understand the use of the apostrophe to show where a final –s indicates that something belongs to someone/thing – understand the use of inverted commas for direct speech and to indicate a quotation Example Recount an experience or incident, e.g. as part of a letter of complaint, using pronouns with clarity. Write a short story or account of an experience (e.g. for an adult learners’ anthology, a community magazine), using a range of punctuation accurately to support meaning.
Page 1 and 2:
core curriculum Adult Literacy incl
Page 3 and 4:
ii The Adult Literacy Core Curricul
Page 6:
Foreword Improving the nation’s l
Page 9 and 10:
2 The Adult Literacy Core Curriculu
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
10 The Adult Literacy Core Curricul
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Speaking and listening Speaking and
Page 29 and 30:
22 The Adult Basic Literacy Skills
Page 31 and 32:
Page 33 and 34:
Page 35 and 36:
Page 37 and 38:
Page 39 and 40:
Page 41 and 42:
Page 43 and 44:
Page 45 and 46:
Page 47 and 48:
Page 49 and 50:
Page 51 and 52:
Page 53 and 54:
Page 55 and 56:
Page 57 and 58:
Page 59 and 60:
Page 61 and 62:
The Adult Basic Skills Reading Core
Page 63 and 64:
Page 65 and 66:
Page 67 and 68:
Page 69 and 70:
Page 71 and 72:
Page 73 and 74:
Page 75 and 76:
Page 77 and 78:
Page 79 and 80:
Page 81 and 82:
Page 83 and 84:
Page 85 and 86:
Page 87 and 88: 80 The Adult Literacy Core Curricul
Page 95: 88 The Adult Literacy Core Curricul
Page 98 and 99: Sample activities • Read a contin
Page 100 and 101: Sample activities • Identify the
Page 102 and 103: Sample activities • Practise the
Page 104 and 105: Sample activities • In groups or
Page 106 and 107: 4.3 WHO ARE THE MORAL INFLUENCES? M
Page 109 and 110: The Adult Basic Skills Writing Core
Page 111 and 112: 104 The Adult Literacy Core Curricu
Page 137: 130 The Adult Literacy Core Curricu
Page 151: 144 The Adult Literacy Core Curricu
show all

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

Create successful ePaper yourself

Delete template?

Save as template?