Organise writing in short paragraphs (a) Understand that paragraphs normally consist of more than one sentence (b) Understand that paragraphs are not arbitrary divisions put in at the end of writing, but a way of grouping the main points and supporting detail at the drafting stage (c) Understand that paragraphs are often introduced by a topic sentence (d) Understand that paragraphs can be arranged under headings in certain sorts of texts, e.g. information texts (e) Understand that paragraphs need to follow on from each other using appropriate linking words

Proof reading for Functional English

Submitted by Mrs Rajal Naik on Thu, 2012-09-20 20:18

Literacy: Wt/E3.2, Wt/E3.4, Wt/L1.3, Wt/L1.6, Wt/L2.7, Functional English - writing

Resource type: Worksheet or assignment

Level: E3, L1, L2

Seven proof reading exercises that can be used as warm ups or as a main teaching focus. Each text includes spelling, grammar and punctuation errors. Two of the exercises also include paragraphing practice.

The different exercises are designed to expose students to a variety of text formats, giving them an idea of the kind of contextual content and the tone of formality or informality to use and include.

Grandma's story: Living in the Outback

Submitted by Marion Martin on Thu, 2011-12-29 15:00

Literacy: Rt/E3.1, Rt/L1.1, Ws/E3.1, Ws/E3.2, Ws/L1.1, Ws/L1.2, Wt/E3.1, Wt/E3.2, Wt/L1.1

Pre-entry: Text Focus (interest)

ESOL: ESOL Rt/E3.1a, ESOL Rt/L1.1a, ESOL Ws/E3.1a, ESOL Ws/E3.2a, ESOL Ws/L1.1a, ESOL Ws/L1.2a, ESOL Wt/E3.1a, ESOL Wt/E3.2a, ESOL Wt/L1.1a

Free tags: Australia, Equality and Diversity

Context: History

Resource type: Reading comprehension, Wordsearch, Worksheet or assignment

Level: E3, L1

A first person autobiographical account of life in outback Australia.
Exercises include comprehension questions using when, where etc.
A revision of past tense verbs – regular and irregular.
A fill the gap using the correct verb tense.
A writing prompt for students to write about themselves – emphasising the use of conjunctions and short paragraphs.
A Wordsearch.
Includes a glossary of Australian words used in the text.

Writing a film review

Submitted by Danielle Nelson on Sun, 2011-07-24 13:19

Literacy: Wt/E3.1, Wt/E3.2, Wt/L1.1, Wt/L1.3, Wt/L2.1, Functional English - writing

Context: Art Film Media Music TV

Level: E3, L1, L2

Resource type: Handout or guide, Writing frame

Useful one page hint / planning sheet for writing film reviews. Accompanied by planning / log sheets where learners can record their ideas about the events and characters.
With teaching ideas and full mapping to E3-L2 Functional English (writing).

Music video and lyrics task sheet

Submitted by Fiona Campbell B on Sat, 2011-04-16 14:35

Literacy: Wt/E3.1, Wt/E3.2, Wt/E3.4, Wt/L1.1, Wt/L1.3, Wt/L1.6, Wt/L2.1, Wt/L2.3, Wt/L2.7, Functional English - writing

ICT: Finding and selecting information

Context: Art Film Media Music TV

Resource type: ICT task sheet, Writing prompts

Level: E3, L1, L2

Writing and ICT task sheet designed to get reluctant writers to put pen to paper. Ideal for teenagers or anyone with an interest in music/video. Mapped to Functional English / ICT.

Writing a letter of complaint

Submitted by Julie Harding on Fri, 2011-04-01 19:06

Literacy: Wt/E3.2, Wt/E3.3, Wt/L1.4, Wt/L2.6, Functional English - writing

Context: Leisure Travel Tourism

Level: E3, L1, L2

Resource type: Discussion points, Shared text, Teaching idea, Writing prompts

This activity is designed to follow on from previous discussion about formal language and letter writing. It can be adapted to suit all levels but is best for Entry 3 – Level 2.
Learners will consider the importance of the purpose, content, style and tone of letters; and write a suitable letter of complaint from a given scenario.
After initial discussion I ask students what they think of my efforts to compose a letter of complaint about a leisure centre and I show them two letters.

Susan Boyle - Britain’s got Talent

Submitted by Margery Lynott on Mon, 2009-05-25 17:25

Literacy: Form filling, Rs/E2.2, Rt/E2.1, Rw/E2.3, Rw/E2.4, Ws/E1.1, Ws/E1.2, Ws/E2.4, Wt/E3.1, Wt/E3.2

Context: Art Film Media Music TV

Level: E1, E2, E3

Resource type: Reading comprehension, Worksheet or assignment, Writing frame

A fabulous, topical set of Entry level resources based on the popular 2009 TV series. Covers reading comprehension, sentence structure, punctuation, planning writing (includes several writing frames), paragraphs, form filling and much more.

What is a paragraph? (Visual metaphor)

Submitted by Sharon Mason on Mon, 2008-02-04 11:50

Literacy: Wt/E3.2, Wt/L1.3, Wt/L2.3

Resource type: Informative presentation

Level: E3, L1, L2

Cleverly uses bricks as a visual extended metaphor to explain the rules of paragraphing. I.e. brick = paragraph, pile of bricks = paragraphs that are related but have no cohesive devices to link them, brick wall with cement = cohesive devices and finally, whole house = well structured text.

Writing paragraphs

Submitted by Gill Gallagher on Thu, 2007-10-11 17:18

Literacy: Wt/E3.2, Wt/L1.3, Wt/L2.3

Resource type: Informative presentation

Level: E3, L1, L2

Writing paragraphs explains all about topic, supporting and ending sentences with good, clear examples.

Pancake ICT writing task

Submitted by June Mill on Sun, 2007-03-18 17:18

Literacy: Wt/E3.1, Wt/E3.2

ICT: Entry 3 ICT

Free tags: Shrove Tuesday, Recipe

Context: Catering Food Nutrition

Level: E3

Resource type: ICT task sheet, Worksheet or assignment

Step by step instructions for writing your own Pancake Facts text and typing up a pancake recipe. For Entry 3 ICT/Lit students and also suitable portfolio evidence for NOCN E3 Writing and reading for meaning.
(You will also need a copy of Margaret Lagoyiani’s ‘pancake literacy and numeracy’ resource – see below).

Writing a recount

Submitted by Anne Hodgson on Sun, 2007-02-18 17:19

Literacy: Wt/E3.1, Wt/E3.2, Wt/E3.3, Wt/L1.1, Wt/L1.3, Wt/L2.1, Wt/L2.3

General: Autistic spectrum support

Level: E3, L1, L2

Resource type: Writing prompts

Writing a recount task sheet with definitions, notes on purpose, and planning steps.
Written for learners on the autistic spectrum (who often find it particularly difficult to infer meaning that is not explicitly stated) but suitable for all.

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