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

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Sample activities • Read some simple instructions closely. Highlight examples of key sentence and language features, e.g.: opening statement of purpose; individual sentences often convey separate steps; the reader is addressed directly (in the second person); the reader is told what to do (imperative verbs). • Practise recognising commands by sorting phrases and sentences into two separate lists of commands and statements using a computer, e.g. Check the form, Take care, We'll meet you at 4pm, Complete in BLOCK CAPITALS, Sorry I missed you, etc. • Complete a cloze exercise in which all missing words are verbs, some in the imperative, some in simple present and past tenses. Read to check for sense. • Read a short text in which certain words have been masked out. Keep going, then go back and guess the words using the context and their knowledge of word order and sentence patterns. Discuss the choice of words with the teacher/other learners. • Practise how to monitor their own reading for sense and self-correction, becoming used to ‘listening’ internally to their own reading to spot errors of sense. • Read some text extracts from everyday experience in which potentially tricky words have been highlighted. Read in pairs and apply knowledge of context, illustrations, grammatical understanding to work out any unknown words. Discuss the process, e.g.: [From instructions for a vacuum cleaner] . . . For cleaning awkward places remove handle and insert tool adapter into end of hose. Attach tools as required. Awkward must relate to places and so is likely to be an adjective giving some information about places. Knowledge of context plus diagrams might suggest ‘hard to reach’ places, which in turn might suggest awkward, a phonetically irregular word. • Choose a text. Highlight the words that are difficult. Cut and paste them out of the text. Read the text again with the blank spaces, and record how much you understand. • Read a range of different simple texts (e.g. a form, a letter, an extract from a story/article, a poem); highlight the punctuation. Discuss this with their teacher/other learners and identify some ‘rules’ about punctuation that can be written up as reference list. • Underline/highlight direct speech on paper or screen, in different types of text, and consider its effect, e.g. in a fanzine or simplified magazine article about a celebrity, in a promotional text (e.g. Mr C of Bradford said, “..............................”) Reading 75
76 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. Word Focus Vocabulary, word recognition and phonics Rw/E3 Skills, knowledge and understanding Adults should be taught to: 1 recognise and understand relevant specialist key words – understand that some words are more important than others in particular contexts – know what key specialist words are relevant, e.g. at work, specific to a job, health – understand that knowledge of word origins, shared roots, word structure (e.g. prefixes, suffixes) can help with reading some key specialist words 2 3 4 5 read and understand words and phrases commonly used on forms – know that some words and phrases are commonly used on forms use a dictionary to find the meaning of unfamiliar words – understand alphabetical order – understand the importance of the alphabetical order of letters within a word use first- and second-place letters to find and sequence words in alphabetical order – understand alphabetical order – understand the importance of the alphabetical order of letters within a word use a variety of reading strategies to help decode an increasing range of unfamiliar words – understand that effective readers draw on several sources of knowledge to help them make sense of unfamiliar words besides looking at the individual words themselves: clues from context, experience, text and sentence structure – apply knowledge of sound and letter patterns and of structure of words, including compounds, root words, grammatical endings, prefixes, suffixes, syllable divisions to help decode words Example Read and understand key words at work, e.g. health and safety. Read and understand words and phrases commonly used on forms, e.g. occupation, employer, make payable to, direct debit, block capitals. Find the meaning of unknown words in their personal reading. Find a service in the Yellow pages, e.g. plumber, printer. Find words in a dictionary. Read common words with silent letters, e.g. gnash, knife, knee, debt, receipt, write, wrist Read words with common prefixes, e.g. un-, dis-, mis-, and suffixes, e.g. -ness, -less, -ly, -ful. Read and relate words with the same root, e. g. hope/hopeful/hopeless/hopefully. Read common compound words such as underneath, airport, whiteboard. Read an advertisement for a service in a directory, be able to decode some unfamiliar words and decide which company to choose (e.g. for car accident insurance repairs).
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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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