Interactive Annual Scheme of Work: Entry Level 1 Adult Literacy 2002-2003

This scheme of work is unfinished and open to change at any time.
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Curriculum reference details for elements covered in Term 1

Note: some elements below (for example, writing upper and lower case letters) are covered in the learner's ILP; work on these topics will often be done during the 'individual work' parts of the lesson that are not detailed in this scheme of work.

Speaking and listening - listen and respond

SLlr/E1.1 listen for gist of short explanations (a) understand the difference between listening for gist & listening for specific details and know which one is applicable in a situation (b) use context clues and own experience to help understanding (c) understand how to register engagement or interest in a face-to-face exchange, e.g. by body language, eye contact, facial expression

SLlr/E1.4 Listen and respond to requests for personal information. (a) know and understand a range of contexts where people might legitimately ask for personal information (b) know likely key words associated with listening for and providing personal info (c) know how to spell out their personal details to the listener if needed

Speaking and listening - speak to communicate

SLc/E1.1 Speak clearly (a) understand that affective communication depends on both the speaker and listener and the speaker must be aware of needs of listener (b) be able to organise what is said so listener can follow, and speak loudly and clearly enough to be heard

* SLc/E1.3 and SLd/E1.1 will be covered in terms 2 or 3.

Sentence work (reading)

Rs/E1.1 read and recognise simple sentence structures (a) know that language is rule governed and understand that word order affects meaning (b) use implicit knowledge of language rules to predict meaning and check for sense (c) understand concept of a sentence (d) know the name and understand the function of a full stop and an initial capital letter in a sentence and apply this know- ledge to help with reading (e) understand that not all texts consist of whole sentences (f) know that, as well as marking a new sentence, capital letters are used for names and places and for ‘I’ .

Sentence work (writing)

Ws/E1.1 construct a simple sentence (a) understand that writing is not simply speech written down but has its own structures and conventions (b) understand the concept of a sentence as the basic building block of continuous written text.

Ws/E1.2 punctuate a simple sentence with a capital letter and a full stop (a) understand that the beginning of a sentence is marked by a capital letter, and the end is marked by a full stop (b) understand that writers use these rules to mark off one sentence ‘block’ from another, which helps the reader follow the text (c) understand that a line of writing is not necessarily the same as a sentence (d) know and understand the terms, sentence, capital letter, full stop

Ws/E1.3 use a capital letter for personal pronoun ‘I’ (a) understand that the letter ‘I’ on its own is a word as well as a letter (b) understand that the letter ‘I’ is always spelt with a capital when used for the personal pronoun (c) understand that letter ‘I’ is often used at the beginning of a sentence.

Text level work (reading only)

Rt/E1.1 follow a short narrative on a familiar topic or experience (a) know that text on a page goes from left to right and from top to bottom and be able to track a simple text as they read it aloud for themselves (b) know and use a range of text-level strategies to get at meaning: their own background knowledge of content, the context of the text as a whole, presentational devices (c) know that it is not always necessary to read every word in order to comprehend or gain information from a text (d) understand that texts can be sources of information and enjoyment (e) know some basic metalanguage that distinguishes written text from spoken texts, e.g. text, page, format, layout, print, image, caption, line, title, sentence, word, letter and symbols.

Text level (writing) * Wt/E1.1 will be covered in terms 2 and 3.

Word level (reading)

Rw/E1.2 decode simple, regular words (a) understand that own language experience can be used when reading, to help predict sense and meaning of words (b) understand that illustrations and other graphics can give clues to the likely meaning of individual words (c) understand that written words correspond to their spoken equivalents and are composed of letters in combinations, to represent spoken sounds (d) identify sounds in familiar regular words from spoken experience and recognise correspondence between sounds (phonemes) and letters (graphemes)

* Rw/E1.1 will be covered in term 2.

Word level (writing)

Ww/E1.2 write the letters of the alphabet using upper and lower case (a) understand that letters can be written in upper and lower case (b) understand that choice of case will vary with context and purpose

Ww/E1.3 use basic sound–symbol association to help spelling, as appropriate for the needs of the learner (a) understand that sounds are associated with letters and strings of letters (b) understand that there are more sounds (phonemes) in English than letters of the alphabet, so some sounds are represented by combinations of letters (c) understand that there are many common letter patterns that can be learnt to help spelling (d) understand that, to learn to spell, it is important to develop an awareness of sound patterns (e) know how to identify and segment phonemes in words for spelling (f) understand the terms vowel and consonant.

* Ww/E1.1 will be covered in term 2.

Curriculum reference details for additional elements covered in Terms 2 and 3

Speaking and listening – speak to communicate

Slc/E1.3 ask questions to obtain specific information (a) understand that the question needs to fit the purpose (b) know how to frame simple questions in order to get the information required

Speaking and listening – engage in discussion

Sld/E1.1 1 speak and listen in simple exchanges and everyday contexts (a) understand that communication is a two-way, interactive process (b) understand that non-verbal signals as well as spoken language contribute to communication between people

Word level (reading)

Rw/E1.1 possess a limited, meaningful sight vocabulary of words, signs and symbols (a) understand that written words carry meaning and that adults will already be familiar with many of the words they will meet in print, from their experience of spoken language (b) understand that some words occur in texts more frequently than others and recognise key high-frequency words (c) understand that there are words which are key personal words for them and their situation, identify these words and learn to recognise them (d) know and apply some techniques for recognising words on sight: length, shape, initial letter combinations, association with other words

Word level (writing)

Ww/E1.1 spell correctly some personal key words and familiar words (a) understand that, to be written down, words have to be spelt (b) understand that spelling is rule governed: the same word is always spelt in the same way (c) understand how letters are formed and used to spell words (d) understand that there are different strategies for learning to spell (e) understand that spelling is only one aspect of the writing process

Text level (writing)

Wt/E1.1 use written words and phrases to record or present information (a) understand that writing is a way of representing language in a more permanent form than speech (b) understand that writing can be structured in different ways for different contexts and audiences, e.g. in sentences, in a list (c) understand that writers have to plan and organise their thoughts before writing them down

Key

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