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

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Sample activities • Skim pages in a newspaper to get an impression of the overall type of content from headings and pictures, e.g. news, sport, TV listings, letters, small ads. • Skim a selection of texts for gist and overall impression, e.g. leaflet for tourist attraction, booklet on wild life, parish/community magazine. Discuss their general impression of content and purpose with their teacher or another learner. • Identify current items in the news, then scan recent papers to locate articles on those items. • Scan simple texts on paper or screen on a subject of interest/use and highlight relevant headings, key words and phrases that give clues to content. Use the same texts (or extracts of texts) to then read again word by word, using sentence- and word-level strategies to get at detailed meaning. • Read items of interest on Teletext. Practise reading pages with multiple screens, using the HOLD button if necessary. • Share their own experiences of needing to read for detail (e.g. an important letter, a legal agreement). In pairs, read a business letter, e.g. from a utility company announcing reduced prices and changes to payment methods. Decide which information should be remembered and highlight it. Discuss with the group. • Identify and locate individual specific critical information, e.g. the time of the last bus, the due date of a payment, the location of an event. • Using images and text extracts, match related pairs and discuss how image adds to meaning, e.g. engine diagram to car manual, icons to menu bars, photograph to article, zodiac sign to horoscope, view of a place to description. • Find information from illustrated texts, e.g. from weather forecasts in newspaper or on screen. For example, Stacey is a tour guide in New York. Will she need an umbrella tomorrow? Nicolai is a farmer near Kiev. Will his crops stay dry this week? • Use a map to find information, e.g. the location of a specific shop in a shopping centre. • Use the photos and other images on an opening web page to find a section of interest, e.g. sport, weather, money. Record/cache the image and the section. Reading Reading techniques As learners become more confident in their reading, they can learn to apply a range of techniques in order to extract from texts the information they need. Learners need to understand that it is not necessary to read every word to obtain meaning from a text or to locate information. They need to practise the following techniques: 1. Skimming – reading quickly in order to find out what the text is about. Skimming can also take in features such as headings, subheadings and illustrations to obtain an overview of the subject matter. 2. Scanning – to locate specific information, making use of key words. 3. Detailed reading – reading carefully to aid understanding. When reading for information, detailed reading usually follows scanning. Some texts, such as instructions, need to be read in detail throughout. 73
74 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 Sentence Focus Grammar and punctuation Rs/E3 Skills, knowledge and understanding Adults should be taught to: 1 recognise and understand the organisational features and typical language of instructional texts (e.g. use of imperatives, second person) – understand that instructional texts have particular language features, and be able to recognise them – understand that their own knowledge of these features can be applied to help gain meaning from other instructional texts – know and use the term verb and understand its importance as an essential feature of a sentence which conveys the action – understand that verbs also convey time in a sentence: past, present, future 2 3 use implicit and explicit knowledge of different types of word (e.g. linking words [connectives], nouns, verbs, adjectives), of word order, and of possible plausible meanings, to help decode unfamiliar words and predict meaning – understand that grammatical patterns, word order, types of word and meanings are inter-related and that only certain types of words and certain meanings will make sense in any particular place in a sentence use punctuation and capitalisation to aid understanding – understand that different punctuation marks are used for different purposes and know their names, including: speech marks to mark off what a speaker says from the surrounding text; commas to separate words in a list, or parts of a sentence – understand that punctuation relates to sentence structure and text type to help the reader make sense of the written text, and apply this understanding in their own reading Example Recognise the language of instructions in their own life, e.g.: – Write in block capitals. – Put the CD in the drive. – Empty contents into a saucepan and stir gently over a low heat. Read a simple continuous text written in sentences (e.g. a newspaper article) and get most of the sense even if they are not able to read every word. Recognise when questions are being asked on a form by noting the question mark and using this information to help their reading and predict meaning, e.g. How long have you lived at your present address?
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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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