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

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Sample activities • Read a text of more than one paragraph with their teacher and other learners, discuss it and share responses (e.g. opening/extract from a story, newspaper report, section of holiday brochure). • Read a narrative text and summarise the main events for their teacher and other learners. • Read a selection of texts with the endings missing. Choose an ending for each from a range of alternatives. Read the completed texts and discuss reasons for the choice of ending with their teacher and other learners. • Use a text-to-speech engine to check their understanding and reading of a text. • Read a variety of short texts with different purposes. Decide when each might be relevant in their own life. • In pairs, look at different sorts of letters delivered to home. Note their features and decide on any action/response, e.g. an official letter, circular letter, personal letter. • Select their own preferred text and read it for pleasure or entertainment. • In a pair or group, look at some different types of simple instructional texts on paper and/or screen. Compare layout, format, font, illustrations, and express a preference. • Collect their own examples of instructional texts from home and work. Identify organisational features and relate these to the context of use. Discuss with their teacher/other learners. • Put a sample of instructions to the test by following them, e,g. how to use a public telephone, vending/bank machines, load and play a video, etc. • Use and insert bullet points (using icon and button) to separate and sequence a set of instructions. • Read an appropriate text (e.g. a letter or simple article, an advert, a CD ROM or web page) and highlight the main points/ideas. • Assemble a coherent text from cards, some containing the main point/idea/topic sentence and some with supporting detail. • Read a simple continuous text and summarise the content for another person. • Identify organisational features with teacher and other learners; discuss their function and locate examples in real texts. • Select a topic of need/interest, e.g. when researching a topic for writing or discussion. Use the contents list and/or index in an information text to find relevant material, e.g. in a book on pet care, a simple history or science text, a travel guide. • Practise locating and choosing items from a text, e.g. a meal from a take-away menu, an article on an order form, a regular feature in a magazine. • Find an address (e.g. of an employer, of an organisation) from different sources such as a local trade directory, the Yellow Pages, a telephone directory, their own address book. Reading 71
72 The Adult Literacy Core Curriculum At this level, adults can read and understand short, straightforward texts on familiar topics accurately and independently read and obtain information from everyday sources in texts such as forms, notes, records, e-mails, narratives, letters, diagrams, simple instructions, short reports Text Focus Reading comprehension Rt/E3 Skills, knowledge and understanding Adults should be taught to: 6 skim read title, headings and illustrations to decide if material is of interest – understand that many texts are not meant to be read from end to end – know that different features of a text provide clues to its contents and that illustrations contribute to meaning 7 8 9 scan texts to locate information – understand that it is not always necessary to read every word – know that headings, sub-headings and key words give clues about content obtain specific information through detailed reading – understand that it is sometimes necessary to read every word, or every word in a relevant section when located relate an image to print and use it to obtain meaning – understand that images are part of a text and provide meaning Example Select a holiday brochure from a range of other brochures. Scan a cinema listing to find the title of a film. Locate and read specific information, e.g. listings in a local newspaper. Check details of the date and time of an appointment from a letter or card. Use a picture in a TV guide to help locate the date and time of a programme. Use symbols/diagrams/pictures on household products or equipment to help follow instructions on use.
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core curriculum Adult Literacy incl
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Foreword Improving the nation’s l
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