Adult Literacy Rs/E3.1 Recognise & understand the organisational features & typical language of instructional texts

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Adult Literacy>Reading>Sentence Focus>Grammar & Punctuation 
Rs/E3.1 Recognise and understand the organisational features and typical language of instructional texts, e.g. use of imperatives and second person 

  • Understand that instructional texts have particular language features, and be able to recognise them 
  • Understand that their own knowledge of these features can be applied to help gain meaning from other instructional texts 
  • Know and use the term verb and understand its importance as an essential feature of a sentence which conveys the action 
  • Understand that verbs also convey time in a sentence: past, present, future

Related Adult ESOL curriculum element: ESOL Rs/E3.1a Recognise the generic features of language of instructional texts

Example of application and level:

Recognise the language of instructions in their own life, e.g.:
Write in block capitals.
– Put the CD in the drive.
– Empty contents into a saucepan and stir gently over a low heat.

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.

Source: Department for Education and Skills (2001) Adult Literacy core curriculum. London DfES.  

Fire Escape involves reading, re-ordering and looking at the layout and features of important health and safety instructions (how to escape from an upstairs room of a burning building).

Level
Entry Level 2
Entry Level 3
English
Adult Literacy Rs/E3.1 Recognise & understand the organisational features & typical language of instructional texts
AL Rt/E2.1 Follow main points of short texts
AL Rt/E3.1 Understand longer texts
Context
Health and safety

Clear PPT gives straightforward explanations about ‘doing’ and ‘being’ verbs.

Level
Entry Level 3
English
Adult Literacy Rs/E3.1 Recognise & understand the organisational features & typical language of instructional texts
Ws/E3.2

Pizza fingers is a handy recipe that can be used for numeracy (ratio work) or literacy (reading and ordering instructions).

Level
Entry Level 2
Entry Level 3
Level 1
English
Adult Literacy Rs/E3.1 Recognise & understand the organisational features & typical language of instructional texts
AL Rt/E2.1 Follow main points of short texts
Rt/E3.3
Maths
AN N1/L1.7
Context
Catering Food Nutrition

A great paired game for improving listening to instructions, speaking and reading skills – plus you get to eat the sweets at the end!

Level
Entry Level 3
Level 1
Level 2
English
Adult Literacy Rs/E3.1 Recognise & understand the organisational features & typical language of instructional texts
Rt/E3.2
SLlr/E3.4
SLlr/L1.3
SLlr/L1.4
SLlr/L1.2
SLlr/L2.2

A great paired game for improving listening, speaking and reading skills. You need a pack of playing cards.

Level
Entry Level 3
Level 1
Level 2
English
Adult Literacy Rs/E3.1 Recognise & understand the organisational features & typical language of instructional texts
Rt/E3.2
SLlr/E3.4
SLlr/L1.3
SLlr/L1.4
SLlr/L1.2
SLlr/L2.2

A favourite recipe. Three step by step writing frames take the learner through planning to the final draft. Page 1 has a checklist with the key features and suggestions for setting out a favourite recipe. Page 2 includes line guides only and page 3 is blank for the final polished version.

Level
Entry Level 2
Entry Level 3
Level 1
English
Adult Literacy Rs/E3.1 Recognise & understand the organisational features & typical language of instructional texts
Adult Literacy: writing composition (Wt)
Wt/E2.1
AL Wt/E3.1 Plan & draft writing
Wt/E3.3
Adult Lit Wt/L1.1 Plan and draft writing
Adult Lit Wt/L1.2 Judge how much to write and the level of detail to include
Adult Lit Wt/L1.3 Present information in a logical sequence, using paragraphs where appropriate
Adult Lit Wt/L1.4 Use language suitable for purpose and audience
Adult Lit Wt/L1.5 Use format and structure for different purposes
Wt/L1.6
Context
Catering Food Nutrition

Three step by step writing frames take the learner through planning to the final draft. Page 1 has a checklist with the key features and suggestions for setting out directions in a clear and logical manner. Page 2 includes line guides and brief hints, and page 3 is for the final polished version.

Level
Entry Level 2
Entry Level 3
Level 1
English
Adult Literacy Rs/E3.1 Recognise & understand the organisational features & typical language of instructional texts
Adult Literacy: writing composition (Wt)
Wt/E2.1
AL Wt/E3.1 Plan & draft writing
Wt/E3.3
Adult Lit Wt/L1.1 Plan and draft writing
Adult Lit Wt/L1.2 Judge how much to write and the level of detail to include
Adult Lit Wt/L1.3 Present information in a logical sequence, using paragraphs where appropriate
Adult Lit Wt/L1.4 Use language suitable for purpose and audience
Adult Lit Wt/L1.5 Use format and structure for different purposes
Wt/L1.6
Context
Leisure, Hobbies, Travel & Tourism
Motor vehicles & Transport