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

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• Meanwhile, ask all learners to identify and highlight words that share the same initial letters in their texts, e.g. (in Ann’s text) have, help, he, Hull; little, learning, lives, Lao; brother, boy, better. Ask the group to share findings and identify which letters they know the name and/or sound of. (This can tie in with detailed work on the alphabet and initial letter–sound correspondence, which can be reinforced with sound games, raps, exercises, self-study work collecting jingles, advertising slogans, etc.). • Ask the group to look again at their texts. What is the difference between having this information about themselves written down as opposed to just in their own heads? What purpose do these texts serve? Why give a text a title? How might these texts be developed later, and what title might they have? Give each person a clean copy of their text to add to their personal file along with the worked version. Links with speaking, listening and discussion Such texts for reading grow out of exchanges between the teacher and the learners, and provide opportunity for making statements of fact clearly. Learners must work with each other, using simple exchanges in the context of completing a task. Links with writing Reading texts about the self models the content, typical sentence structure and vocabulary of simple autobiographical texts. Learners can begin to extend texts produced by their teacher by composing additional sentences in a similar pattern and writing them down for themselves, with help as necessary. Filing all such work will build up an autobiographical text that can be re-visited and elaborated as learners’ writing skills develop. Reading 61
62 The Adult Literacy Core Curriculum At this level, adults can read and understand short, straightforward texts on familiar topics read and obtain information from short documents, familiar sources and signs and symbols in texts such as public signs and notices, lists, forms, notes, records, e-mails, simple narratives, letters and diagrams Text Focus Reading comprehension Rt/E2 Skills, knowledge and understanding Adults should be taught to: 1 trace and understand the main events of chronological and instructional texts – understand that chronological text is related to events in time – understand that instructional texts must be read in sequence – know and use text-level strategies to predict content and check meaning, e.g. their own background knowledge, context of text as a whole, title, headings, illustrations 2 3 4 recognise the different purposes of texts at this level – understand that different texts have different purposes, e.g. to explain, inform, instruct, entertain identify common sources of information – understand that different sources of information are designed for different uses, e.g. newspaper, directory, listing – understand that similar information can be found in different sources and be presented in different ways – understand that sources can be electronic as well as paper based, e.g. teletext, web sites – understand that reading for information often involves locating specific details rather than reading a whole text use illustrations and captions to locate information – understand that illustrations contribute to meaning and can help locate and interpret information Example Read a short story to a child. Follow a simple set of instructions in labelled pictures. Know the different purposes of texts encountered in daily life, e.g. personal letters, junk mail, invoices, TV listings, DIY manuals, recipes, magazine stories, tickets for an event. Know where to find out what is on television (i.e. newspaper, TV guide, teletext). Use an illustration to check progress in following a set of instructions.
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core curriculum Adult Literacy incl
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ii The Adult Literacy Core Curricul
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Foreword Improving the nation’s l
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Adult Literacy Core Curriculum - Nationally developed Skills for Life ...

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