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

More documents

Recommendations

Info

Sample activities • Identify and read their own list of key specialist words. • Match words from their own list with definitions and the context of use, e.g. safety helmet, customer service point. • Identify any words from own key specialist words which have shared roots, and discuss structure and origin, e.g. danger, dangerous; electricity, electric, electrician; produce, producer, product, production. • Match cards with a word or phrase commonly used on forms to a set of cards containing definitions. • Match words and abbreviations to their meaning, e.g. PTO, NI No., Overleaf. • Read and complete a form. • From their own reading make a list of unknown words. Look up the meanings in a dictionary and make their own reference list of words and definitions. Write a sentence using each word correctly. • Match words to definitions, using a dictionary to check on meanings, if necessary. • Make use of the Thesaurus in Microsoft Word to check the meaning of words in a selected text. • Sort a list of words with the same initial letter into alphabetical order. • Sort a list of words on the computer into alphabetical order. • Put their own key specialist words into alphabetical order. • Find words starting with the same initial letter in a dictionary. • Sort a list of names of people who have sent you e-mails. Then use the automatic sort function to check your answers. • Add prefixes to a list of words to create new ones and explain their meaning. • Raise awareness of word structure by: – matching words with common prefixes to a word that means the opposite, e.g. appear/ disappear, tidy/untidy; – underlining words with suffixes in their own reading; – identifying groups of words with shared roots; underlining root words in words with prefixes and suffixes; – splitting compound words into two to discuss their likely origins; joining words to make known compound words and experimenting with coining some useful new ones. • In pairs, read some short texts from daily life (e.g. Yellow Pages entry, advertising flier, extract from a letter or story, some appliance instructions), photocopied on to A3 paper. Read a text once for general sense, circling any unfamiliar words. Read again and draw a line from each circled word out to the margin; copy out the word in large print in the margin. Discuss everything that can be worked out about the word, annotating it to demonstrate points, e.g. underline any familiar bits, divide into root and suffix/prefix or compound parts, underline a plural or verb ending. Reread the word in the context of its sentence or position. Decide on the most likely reading, using a dictionary to help as necessary. Reread whole text for sense. Discuss decisions with teacher. Reading 77
78 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. An example of an integrated activity for reading E3 Teaching focus Text: the structure of chronological texts, use of paragraphs and how meaning is built up in a narrative; the use of pictures to illustrate events and characters in a story Sentence: variety of sentence structure to maintain interest; how certain punctuation signals a character is speaking in a story; the use of adjectives for description Word: how to use word structure and knowledge of related words to help get at meaning; use of dictionary for unfamiliar words This text is an extract from a complete short narrative that might be used with a group or individual to practise reading for enjoyment, following a story to its conclusion and discussing it. In the mirror his face was a mass of cuts and bruises. He looked as if he had been in an accident. While Nell stared at him, blood began to drip from his wounds. ‘What’s up, little Nell?’ he asked. ‘You look as if you‘ve seen a ghost. Aren’t you going to give me a good night kiss?’ His breath smelled of whisky. Face to face he looked just as he always did. A bit fleshy, a little red around the nose. There was no sign of any blood. Anna came to join them, doing up her coat. She was over forty, but still a beautiful woman. Nell froze. In the mirror Anna too was horrible to look at. Great pieces of glass stuck out from her cheeks. One eye was closed, and the other. . . Nell ran from the hall, leaving Tom to say goodbye From Mirror, Mirror by Iris Howden (Hodder & Stoughton, 1996). Reproduced by kind permission of the publisher. • Recap with the learners what has happened so far, who the characters are and what their relationships are to each other, identifying anything that remains unclear up to this point. • Ask the learners to try reading the two paragraphs for themselves, using knowledge of what has happened so far and the picture to help follow the story, noting down any unfamiliar words in their personal dictionaries for later reference. Discuss together impressions of this extract: who is involved, and what is happening. • Read both paragraphs aloud to the learners asking them to listen for names of the characters, to be ready to summarise the episode and to consider how this part ends. Discuss the story line in more detail. Who is ‘he’? Whose shoes are we standing in when we read the story? Ask them to identify any questions in their minds.
Page 1 and 2:
core curriculum Adult Literacy incl
Page 3 and 4:
ii The Adult Literacy Core Curricul
Page 6:
Foreword Improving the nation’s l
Page 9 and 10:
2 The Adult Literacy Core Curriculu
Page 11 and 12:
Page 13 and 14:
Page 15 and 16:
Page 17 and 18:
10 The Adult Literacy Core Curricul
Page 19 and 20:
Page 21 and 22:
Page 23 and 24:
Page 25 and 26:
Page 27 and 28:
Speaking and listening Speaking and
Page 29 and 30:
22 The Adult Basic Literacy Skills
Page 31 and 32:
Page 33 and 34: 26 The Adult Literacy Core Curricul
Page 61 and 62: The Adult Basic Skills Reading Core
Page 83: 76 The Adult Literacy Core Curricul
Page 95: 88 The Adult Literacy Core Curricul
Page 98 and 99: Sample activities • Read a contin
Page 100 and 101: Sample activities • Identify the
Page 102 and 103: Sample activities • Practise the
Page 104 and 105: Sample activities • In groups or
Page 106 and 107: 4.3 WHO ARE THE MORAL INFLUENCES? M
Page 109 and 110: The Adult Basic Skills Writing Core
Page 111 and 112: 104 The Adult Literacy Core Curricu
Page 135 and 136:
128 The Adult Literacy Core Curricu
Page 137 and 138:
Page 139 and 140:
Page 141 and 142:
Page 143 and 144:
Page 145 and 146:
Page 147 and 148:
Page 149 and 150:
Page 151:
show all

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

You also want an ePaper? Increase the reach of your titles

Delete template?

Save as template?