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

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Sample activities • Identify some relevant individual information and use a local directory to find it, e.g. hairdresser, plumber, local council. • In pairs, look for the same information (e.g. on train times, course programmes, football results) from different sources (e.g. timetables, teletext, web page, prospectus, newspaper). Compare and evaluate the various processes and the quality/usefulness of the information. • Find and locate specific information to use in their own writing from a CD-ROM or college intranet. • Undertake guided ‘web hunts' designed to practise finding information on the web. • In pairs, undertake a timed exercise in skimming. Each skim as many of a selection of short texts as they can get through in the time. Make brief note of the subject matter; discuss their results. • In pairs, set each other a task to locate some information from print text and/or screen, on a topic of interest to the task setter (e.g. how to grow a particular plant, the origins of test cricket). Present the information to the partner (by marking print text with ‘post-its’ or making notes/printing key pages from screen). The partner judges how useful/relevant/interesting the information is and identifies any gaps. • Use real contexts or case studies to identify specific information needed. Locate and read it (using sentence- and word-level reading strategies as necessary) in order to, e.g. choose a holiday, plan a journey, write a letter, make a hospital visit, phone the council to ask them to remove some rubbish. Sample activities • Highlight imperatives, adverbs and adverbial phrases in an instructional text and discuss their effect, e.g. lift carefully; place the side panel at right angles to the front; lightly whisk for five minutes. • Investigate the use of negative verbs, e.g. in warning notices, small print conditions on insurance policies, and discuss their purpose. • Highlight verbs and identify tense in a narrative and a descriptive text. Compare findings with their teacher/other learners. • Annotate a persuasive text to indicate how the order of points is developed, by highlighting linking words and phrases, e.g. therefore, however, if, unless, because, finally, whatever, as a result of. • Compare sentence length and structures in a story written for a very young child with one for an older child. Discuss their findings and draw some conclusions. • When reading different types of text underline unknown/difficult words and phrases and discuss with partner how to use surrounding sentence, context, text- and word-level clues to interpret these, using a dictionary to check meanings where necessary, e.g.: [from an invitation to an Open Afternoon at a local school] At 2.30pm the Mayor, Councillor Mrs Jane Brown, will be at the school to see the sculpture that has been made this term by our Artist in Residence, Mr Wayne Stockwell, working with the children. We would like you to walk round the school to see the splendidly refurbished Literacy and Numeracy areas, which some of our parents have helped decorate, and look at displays of children’s work. Reading 83
84 The Adult Literacy Core Curriculum At this level, adults can read and understand straightforward texts of varying length on a variety of topics accurately and independently read and obtain information from different sources in reports, instructional, explanatory and persuasive texts Sentence Focus Grammar and punctuation Rs/L1 Skills, knowledge and understanding Adults should be taught to: 2 use punctuation to help their understanding – understand the function of the omissive apostrophe to indicate a contracted word form in texts written in informal style – know and use the term apostrophe – secure knowledge of end-of-sentence punctuation and commas in helping to make sense of continuous text Word Focus Vocabulary Rw/L1 Skills, knowledge and understanding Adults should be taught to: 1 use reference material to find the meaning of unfamiliar words – know there are different sources of information for word meanings, e.g. dictionary, glossary, key – understand the structure of standard dictionary entries, the abbreviations used, and the sort of information provided about each word – understand the purpose of glossaries and where they are likely to be found 2 3 recognise and understand the vocabulary associated with different types of text, using appropriate strategies to work out meaning – understand the types of word likely to be used in different kinds of text, depending on the context and purpose – understand the use and effect of specialist vocabulary in particular text types recognise and understand an increasing range of vocabulary, applying knowledge of word structure, related words, word roots, derivations, borrowings – understand that some words are related to each other in form and meaning and use this knowledge to help understand new words – understand that prefixes can provide clues to meaning – understand that languages borrow words from each other See also in the key skills: Communication key skills level 1 Part A: In reading and obtaining information . . . Part B: C1.2 Example Note the use of the apostrophe for missing letters as a signal of an informal style, in texts encountered in daily life, e.g. notes from workmates or members of family, ‘chatty’ promotional letters, e-mails. Example Look up meaning of specialist words in a glossary, e.g. when reading an information text on an unfamiliar subject. Read and understand specialist and explanatory vocabulary in a leaflet from the dentist on care of teeth. Follow and understand a menu that includes borrowed words, e.g. pesto sauce, lamb kebab, chili tacos, spiced mango.
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Foreword Improving the nation’s l
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Speaking and listening Speaking and
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