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

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Sample activities • Increase their awareness of possible pronoun ambiguity by reading a story or an account of an experience written by a young child where it is not always clear who or what the pronouns are referring to. Annotate the text with a reader’s questions about its possible meaning. Amend the text to make the meaning clear. Write down some advice to give the child about using pronouns. • Read a copy of a newspaper article in which some of the nouns and pronouns have been removed in the last paragraph. Re-write this paragraph with appropriate nouns and pronouns, deciding where pronouns could be used and where a noun would be necessary to make the meaning clear. In a pair, identify some guidelines for avoiding ambiguous pronouns in this type of writing. • Use 'Find and Replace' to substitute pronouns (my, her, his, our, their) for nouns. • Reinforce and extend their knowledge and use of punctuation by writing a ‘Punctuation serial’: the teacher writes the first paragraph of a story without any punctuation (based on two or three characters likely to appeal to/amuse learners); they punctuate the paragraph for homework, discuss it in the next class and suggest developments for Episode 2; the teacher writes the paragraph up, and learners punctuate it, and so on. The teacher brings in more demanding punctuation and more complex sentence structures through the episodes. • Establish punctuation routines in their own writing, e.g.: place a post-it on the page/screen as a reminder; always stop at the end of a paragraph/section and re-read for sense and punctuation; read aloud to someone at home to spot omissions; exchange work with another learner and do a ‘punctuation check’ for each other; identify their own ‘punctuation black spots’ to work on (e.g. check every its/it’s – could it be replaced with it is? If so, it needs an apostrophe). Writing Inverted commas, semi-colons, colons, dashes Inverted commas largely relate to narrative writing or to quotations, so can be practised in very specific contexts. Setting out direct speech is often more of a challenge to learners than use of the speech marks themselves. Semi-colons, colons and dashes can often be exemplified in texts such as leaflets or brochures where single points are listed or bulleted from a common stem. The semi-colon as a way of separating two complete short ‘sentences’ that are nonetheless closely related can help some learners to break the habit of wrongly using commas in this context. Apostrophes without tears? Apostrophes relate closely to grammatical structure. The omissive apostrophe signals a missing letter in contracted forms of words or phrases associated with spoken language and informal writing, especially in direct speech in narrative. Adults are more likely to ‘see the point’ of them if they learn them in the context of less formal versions of full-form, more formal equivalents. They also usefully fall into certain main ‘families’: negative verb forms (e.g. can’t/cannot, haven’t/have not, shouldn’t/should not, etc.) and pronoun + verb combinations (e.g. I’m/I am, you’re/you are, etc.). Possessive apostrophes appear to baffle most of the country and produce plenty of column inches per year in favour of their retention or abandonment. The easiest form to teach is probably the –’s for singular possessives: Fred’s feet, The Shakespeare’s Head Hotel; This bloke’s wife is my sister. If the words can be re-framed as the something of something (feet of Fred, etc.) then a possessive apostrophe is needed. If adults are also taught explicitly about pluralisation and the role of –s/–es in making nouns plural, they should have a reasonable chance of distinguishing the singular –’s possessive from the plural –s. The whole picture gets cloudier for many people when introduced to the plural possessive –s’ form and to possessive pronouns, which (apparently inconsistently) use an –s without an apostrophe (yours, hers, its, ours, theirs). Sorting its and it’s should be simple enough: forget the possessive angle altogether – if its can be substituted with it is then it’s it’s! 133
134 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 Word Focus Spelling and handwriting Ww/L2 Skills, knowledge and understanding Adults should be taught to: 1 spell correctly words used most often in work, studies and daily life, including familiar technical words – know and apply a range of methods (visual, phonetic, kinaesthetic, use of analogies and mnemonics) to help learn and remember correct spellings – understand how knowledge of word roots, prefixes and suffixes can support spelling, including the spelling of technical words – understand that some polysyllabic words have unstressed vowel sounds, and that it is often helpful to segment the word into its parts, e.g. diff-er-ent, inter-est-ing, poison-ous 2 See also in the key skills: Communication key skills level 2 Part A: In writing documents . . . Part B: C2.3 Example Be confident enough to choose the most precise words for the task in their own writing, not necessarily the easiest words to spell, by applying strategies to attempt and check their spelling and by knowing when to double-check with an outside source. produce legible text Handwrite legibly and with minimum alterations a piece of writing to be read by someone they do not know personally, e.g. a letter to the council or tax office. Use a word processor to prepare a text for circulation to more than one person, e.g. a report of parents’ fundraising success to go to the school governors.
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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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