A set of six linked, differentiated texts about Valentine’s Day, with associated writing assessments.
Two texts and two writing tasks for Entry 1 and for Entry 2. One text and two writing tasks for E3, and one of each at Level 1.
Reading texts: an email, a recipe, a competition, a menu, a press release about a fun fair and a florist’s advert.
Writing tasks include form filling, an email, a restaurant review, a set of craft instructions, and a competition entry.
Answers will be available (to site contributors only) from late February 2018
This is a basic editable word wheel which you can print, cut out and attach together with a brass paper fastener.
Learners can concentrate on one word at a time. Word wheels can be used for building vocabulary, spelling practice and much more. Suitable for all levels of Functional Skills and ESOL.
Instructions and ideas are included within the PPT. For example:
Write positive or negative words in the table
Look up words that are unfamiliar
FE READING and understanding words
FE WRITING Spelling
FE WRITING Sentence structure and paragraphs
AL Apply strategies to spell correctly
AL Recognise and understand a range of words
ESOL Writing: word focus (spelling and handwriting)
ESOL Reading: word focus (vocabulary, word recognition, phonics)
Generic resources for literacy, numeracy and beyond
10/10/17 Several minor and one major correction made
These tasks assume no previous knowledge of compound sentences and/or conjunctions. They do assume the learner is familiar with simple sentences (i.e. one clause, one verb).
Aimed at E2-E3 students but could be useful at Level 1.
Tasks include joining pairs of Halloween sentences with a suitable conjunction; extending simple sentence with a suitable ‘ending’, and rewriting texts that are initially written using only simple sentence (in order to improve their organisation and readability).
An interactive presentation to explain the meaning of nouns, verbs and adjectives and an accompanying hands-on activity to sort words into nouns, verbs and adjectives. This is good to use early in a course as it is fun and gets learners working in groups,
Photos and pictures to match with accounts of real emergency situations. All in the present tense. All the accounts are true. Accounts can be cut in to strips and given to pairs of learners who can put them in to a sequence to tell a story. Leads to discussion on how we tell a story, and how we sequence sentences to make sense.
Lots of new, real life vocabulary to provoke discussion.
Some stories shorter and simpler than others to allow for differentiation in group.
This is used to practise writing sentences in a format that is similar to those used for E2 Functional Skills writing assessments.
It includes a checklist for sentences and a reminder to use conjuntions. I use it after teaching the basics of sentences and conjunctions in order to give an opportunity to practise for the writing assessment. Three different tasks (note, email, complaint) plus a blank for your own task ideas.
This was designed to be used with a group of dyslexic learners but would be applicable for any learners with spelling difficulties.
I have used this by separating the group into small groups or pairs and then giving each group a different strategy to try with one of the words from the word list (two are provided – one for E2-E3, one for L1-2) or a word of their own that they want to spell.