ࡱ>  ?bjbj 1ccb7 )))8aM )A.YYiiiDDDEAGAGAGAGAGAGACEGA'DD''GAii\APK"K"K"'ZiiEAK"'EAK"K"R<y?i ܥ?=1AA<A=VF $VF<y?y?0VF?D"fK"~DDDGAGA'!$DDDA''''VFDDDDDDDDD :  Wt/E1Entry 1 basic literacy Text Focus: Writing composition (1) use written words and phrases to record or present information Entry 1 Text Focus: Writing composition (1) use written words and phrases to record or present information Wt/1a compose very simple text to communicate ideas or basic information For basic literacy learners, who do not write in another language, and are starting to work towards Entry 1, this involves: Wt/1a compose very simple text to communicate ideas or basic information At Entry 1, this involves a) deciding what to include in very simple texts a) knowing that words on the page are a way of representing ideas and information, and applying this knowledge by copying with understanding a very simple text Example Compose simple texts, either by speaking to a scribe or copying with understanding, e.g. tell a scribe some simple sentences about another country and copy what the scribe writes. b) deciding what to include in very simple texts Example Copy an address onto an envelope. Sign name and copy a greeting onto a card. c) communicating ideas and basic information in very simple texts Example Write name and copy address onto a form. copy simple texts that have been composed by speaking to a scribe, e.g. tell a scribe some simple sentences about another country and copy what the scribe writes d) awareness of the basic conventions and layout of different kinds of simple written texts, making use of these when writing, e.g. using a simple sentence in a narrative; filling in details on a form as short answers, not full sentences; layout of a list; layout of an envelope Example A short personal statement: My name is Salma. I come from Somalia. I am a student. A simple form: Name .. Address . Tel. no. .. Signature ... Date . Example Address an envelope. Leave a message for a friend or colleague b) communicating ideas and basic information in very simple texts Example Write about self in class, using important names and words of personal significance, e.g. own name, children's names, country of origin. Write numbers and dates accurately, e.g. the day's date, date of birth, telephone number, postal code. c) identifying possible readers: self, teacher, official bodies Example Enter user/log-on name and password to get into the computer d) awareness of the basic conventions and layout of different kinds of simple written texts, making use of these when writing, e.g.: using a simple sentence in a narrative; filling in details on a form as short answers, not full sentences; layout of a list; layout of an envelope Example A short personal statement: My name is Salma. I come from Somalia. I am a student. A note to school: Dear teacher, Maria is ill today. Sorry. Mrs Gonzales A simple form: Name .. Address . Tel. no. .. Signature ... Date .    Ws/E1Entry 1 basic literacy Sentence Focus: Grammar and punctuation (1) construct a simple sentence Entry 1 Sentence Focus: Grammar and punctuation (1) construct a simple sentence Ws/1a construct a simple sentence, using basic word order and verb form For basic literacy learners who do not write in another language and are starting to work towards Entry 1, this involves understanding: a) the concept of a sentence and that sentences can be put together to make text b) common patterns for simple statements, and awareness that this may differ from the word order in their other languages, e.g. in Turkish the common word order is subject-object-verb and applying this understanding in composing for writing Example Subject-verb-object I have a son. Subject-verb-prepositional phrase I am in LondonWs/1a construct a simple sentence, using basic word order and verb form At Entry 1, this involves understanding: a) the concept of a sentence and that sentences can be put together to make text b) common patterns for simple statements, and being aware that this may differ from the word order in their other languages, e.g. in Turkish the common word order is subject-object-verb c) how word order and auxiliary verbs are used to form simple questions d) appropriate verb form to use for commands/instructions e) simple sentences have different functions, e.g. to make statements, to ask questions, to give a command or instruction and applying this understanding in composing for writing Example Write a simple post-card, e.g. Dear Raj I am in Newcastle. It is cold. I like the river. See you soon, Ahmed Subject-verb-object I have a son. Subject-verb-prepositional phrase I am in London. Where do you live? Come tomorrow.  (2) punctuate a simple sentence with a capital letter and a full stop (2) punctuate a simple sentence with a capital letter and a full stop Ws/2a use basic punctuation to aid understanding of where sentences begin and end For basic literacy learners who do not write in another language and are starting to work towards Entry 1, this involves: a) using capital letters at the start of sentences and full stops at the end, and understand that writers use these rules to mark off one sentence 'block' from another, which helps the reader follow the text Example Copy a short text of more than one simple sentence, using a model, showing sentence boundaries by the use of full stops and capital letters, e.g. My daughter is six. She goes to school. She likes her teacher. b) using capital letters for names, places and when writing dates Example Copy address onto an envelope, using capital letters accurately at the beginning of name and place name. c) knowing and understanding the terms capital letter, full stop and sentence d) understanding that a line of writing is not necessarily the same as a sentence Example Copy or write a short email with day or date Ws/2a use basic punctuation to aid understanding of where sentences begin and end At Entry 1, this involves: a) using capital letters at the start of sentences and full stops at the end, and understand that writers use these rules to mark off one sentence 'block' from another, which helps the reader follow the text Example Write a short text of more than one simple sentence, using a model where appropriate, showing sentence boundaries by the use of full stops and capital letters, e.g. My daughter is six. She goes to school. She likes her teacher Rosa Dont go. Back in 5 minutes. Rahel b) using capital letters for names, places and when writing dates Example Address an envelope, using capital letters accurately at the beginning of name and place name. c) knowing and understanding the terms capital letter, full stop and sentence d) understanding that a line of writing is not necessarily the same as a sentence e) understanding that the use of capital letters and full stops in learners' other languages may be different, e.g. there are no capital letters in Arabic  (3) use a capital letter for personal pronoun I  (3) use a capital letter for personal pronoun I Ws/3a use basic punctuation to write about oneself For basic literacy learners who do not write in another language and are starting to work towards Entry 1, this involves: a) knowing that the letter I on its own is a word as well as a letter b) knowing that the word I is always spelt with a capital, and applying this in writing Example Compose sentences about themselves using a model, using the personal pronoun I, e.g. I like sun. I don't like winter. Ws/3a  use basic punctuation to write about oneself At Entry 1, this involves: a) knowing that the word I is always spelt with a capital, and applying this in writing Example Compose sentences about themselves using the personal pronoun I, e.g. I like sun. I don't like winter. Ww/E1Entry 1 basic literacy Word Focus: Spelling and handwriting (1) spell correctly some personal key words and familiar words Entry 1 Word Focus: Spelling and handwriting (1) spell correctly some personal key words and familiar words Ww/1a use and spell correctly some personal key words and familiar words For basic literacy learners who do not write in another language and are starting to work towards Entry 1, this involves developing knowledge of context-based personal vocabulary Example Build a context-based personal vocabulary, e.g. School: teacher, lesson Family: mother, son Country: Somalia, Turkey  Ww/1a use and spell correctly some personal key words and familiar words At Entry 1, this involves developing knowledge of context-based personal vocabulary Example Build a context-based personal vocabulary, e.g. School: teacher, lesson Family: mother, son Country: Somalia, Turkey Ww/1b use knowledge of basic sound-letter correspondence and letter patterns to aid spelling For basic literacy learners who do not write in another language and are starting to work towards Entry 1, this involves: a) understanding that letters (graphemes) or letter combinations represent certain sounds (phonemes), and that in English this relationship is complex Ww/1buse knowledge of basic sound-letter correspondence and letter patterns to aid spelling At Entry 1, this involves: a) understanding that letters (graphemes) or letter combinations represent certain sounds (phonemes), and that in English this relationship is complex Example Hear, identify and practise writing, in a meaningful context for the learners, words with: initial, medial and final consonant sounds short, medial vowel sounds initial and final digraphs, such as ch, sh Example Hear, identify and practise writing, in a meaningful context for the learners, words with initial, medial and final consonant sounds, short, medial vowel sounds initial and final digraphs, such as ch, sh b) using basic sound-symbol correspondence to help spell words they want to write, as appropriate to individual learners* b) knowing that there are more sounds than letters in English and that these may not correspond to sounds in their other languages c) using basic sound-symbol correspondence to help spell words they want to write, as appropriate to individual learners*starting to use knowledge of common letter patterns in English to help spell words they want to write d) learning the terms vowel and consonant and starting to apply them to spelling   Ww/1c develop strategies to aid spelling* For basic literacy learners, who do not write in another language, and are starting to work towards Entry 1, this involves: knowing and applying some strategies for remembering words they want to spell, e.g. using simple mnemonic, highlighting common letter combinations in colour understanding the value of using visual memory to learn English spellings sounding letters out and segmenting a word into syllables as a spelling strategy* Ww/1c develop strategies to aid spelling* At Entry 1, this involves: knowing and applying some strategies for remembering words they want to spell, e.g. using simple mnemonic, highlighting common letter combinations in colour understanding the value of using visual memory to learn English spellings sounding letters out and segmenting a word into syllables as a spelling strategy* (2) write the letters of the alphabet using upper and lower case Ww/2a form the letters of the alphabet using upper and lower case For basic literacy learners, who do not write in another language, and are starting to work towards Entry 1, (and writers of other scripts), this involves: Ww/2a form the letters of the alphabet using upper and lower case At Entry 1, this involves:  forming the letters of the alphabet with some accuracy in upper and lower case, developing knowledge of where to start and the way in which the letter is usually formed holding and controlling pen effectively writing from left to right, and developing awareness of how the hand moves in order to do this* understanding when lower and upper case are generally used, e.g. lower case is used for normal text, but upper case is used for the first letter of names Example Write name, date and key words on records of work understanding when lower and upper case are generally used, e.g. lower case is used for normal text, but upper case is used for the first letter of names, places and dates, and may also be used for emphasis or effect, as in an advert spacing letters and words appropriately and proportioning letters in relation to the line* Example Write short personal statements using a model, spacing words appropriately and positioning them on the line  spacing letters and words appropriately and proportioning letters in relation to the line* developing own signature style by beginning to join up some of the letters in their name developing use of joined up writing (cursive script), and own handwriting style using knowledge of the conventions relating to the use of joined up writing (cursive script) and print (including use of capitals) when writing simple texts Example: Copy a note to a friend in joined up writing (cursive script), by joining up some letters Print personal information on a form in capitals Copy short personal statements, spacing words appropriately and positioning them on the linenaming some of the letters of the alphabet Example Spell name and take down name spelt aloud by another person Ww/2b form digits For basic literacy learners, who do not write in another language, and are starting to work towards Entry 1, this involves: Ww/2b form digits At Entry 1, this involves forming digits 1 to 9forming digits 1 to 9 with some accuracy, developing knowledge of where to start and the way in which the number is usually formed (this also applies to writers of other scripts that use different digits) Example Take down phone number given aloud by another person     Adult ESOL Core Curriculum ENTRY 1 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