{"id":317,"date":"2023-07-16T18:15:42","date_gmt":"2023-07-16T22:15:42","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/chapter\/adult-literacy-fundamental-english-writing-outcomes\/"},"modified":"2023-07-23T00:39:39","modified_gmt":"2023-07-23T04:39:39","slug":"adult-literacy-fundamental-english-writing-outcomes","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/chapter\/adult-literacy-fundamental-english-writing-outcomes\/","title":{"raw":"Adult Literacy Fundamental English Writing Outcomes","rendered":"Adult Literacy Fundamental English Writing Outcomes"},"content":{"raw":"
\r\n

Adult Literacy Fundamental English\r\nWriting Outcomes<\/strong><\/h3>\r\n\r\n
\r\n\r\n
Level 1 \u2013 Writing<\/strong><\/h5>\r\n\r\n\r\n\r\n\r\n\r\n\r\n
Learning Outcome<\/strong>\r\nStudents<\/em> will be able to . . .<\/em><\/th>\r\nSkills (Cumulative)<\/strong>\r\nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\r\nSample Practice Tasks<\/strong>\r\nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\r\n<\/tr>\r\n<\/thead>\r\n
\r\n
    \r\n \t
  1. fill in one-page simple forms with assistance<\/li>\r\n \t
  2. write five sentences of three to four words, independently<\/li>\r\n<\/ol>\r\n<\/td>\r\n
\r\n
    \r\n \t
  • print the alphabet (upper-and lower-case letters)<\/li>\r\n \t
  • print or write own name, address and phone number<\/li>\r\n \t
  • use capital letters on proper nouns<\/li>\r\n \t
  • use capital letters for beginning a sentence<\/li>\r\n \t
  • print or write CVC (consonant- verb-consonant) words and 50-75 sight words (words that students memorize and know by\r\nsight rather than sounding them out)<\/li>\r\n \t
  • recognize and use end punctuation (i.e. period, question mark, exclamation mark)<\/li>\r\n<\/ul>\r\n<\/td>\r\n
\r\n
    \r\n \t
  • completing sentences by adding in subject or verb<\/li>\r\n \t
  • copying short sentences<\/li>\r\n \t
  • giving sentence answers to questions with the answers using words and phrases in the question<\/li>\r\n \t
  • dictating and copying experience stories<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n
    Level 2 \u2013 Writing<\/strong><\/h5>\r\n\r\n\r\n\r\n\r\n\r\n\r\n
    Learning Outcome<\/strong>\r\nStudents<\/em> will be able to . . .<\/em><\/th>\r\nSkills (Cumulative)<\/strong>\r\nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\r\nSample Practice Tasks<\/strong>\r\nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\r\n<\/tr>\r\n<\/thead>\r\n
    \r\n
      \r\n \t
    1. write five complete simple sentences<\/li>\r\n \t
    2. write two messages of one to three sentences (to a familiar audience)<\/li>\r\n<\/ol>\r\n<\/td>\r\n
    		\r\n
      \r\n \t
    • participate in brainstorming to generate ideas for writing<\/li>\r\n \t
    • use assigned vocabulary in sentence writing<\/li>\r\n \t
    • use end punctuation<\/li>\r\n \t
    • use capitals for proper nouns<\/li>\r\n \t
    • write 75-100 sight words<\/li>\r\n \t
    • write CVC words<\/li>\r\n \t
    • write CVC words that end in silent e<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		\r\n
      \r\n \t
    • writing sentences to answer who, what, when, where, why<\/em> questions<\/li>\r\n \t
    • writing phone messages, directions, emails, requests<\/li>\r\n \t
    • writing an opinion about a familiar topic<\/li>\r\n \t
    • writing an experience story of two to three sentences<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n
      Level 3 \u2013 Writing<\/strong><\/h5>\r\n\r\n\r\n\r\n\r\n\r\n\r\n
      Learning Outcome<\/strong>\r\nStudents will be able to . . .<\/em><\/th>\r\nSkills (Cumulative)<\/strong>\r\nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\r\nSample Practice Tasks<\/strong>\r\nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\r\n<\/tr>\r\n<\/thead>\r\n
      \r\n
        \r\n \t
      1. write five to seven complete simple and compound sentences<\/li>\r\n \t
      2. write informal correspondence (i.e. personal letter, email) to a familiar audience<\/li>\r\n<\/ol>\r\n<\/td>\r\n
      		\r\n
        \r\n \t
      • generate, organize and write ideas (i.e. use the writing process)<\/li>\r\n \t
      • use assigned vocabulary in sentence writing<\/li>\r\n \t
      • apply dictionary or thesaurus skills to develop new vocabulary<\/li>\r\n \t
      • use end punctuation (period, exclamation point, question mark)<\/li>\r\n \t
      • use common coordinators (i.e. comma + and, or, but)<\/li>\r\n \t
      • identify subject and verb in sentences<\/li>\r\n \t
      • use compound words, contractions, possessives, and plurals<\/li>\r\n \t
      • use appropriate, simple verb tenses<\/li>\r\n \t
      • write 100-150 sight words<\/li>\r\n \t
      • apply appropriate affixes to modify familiar root words<\/li>\r\n<\/ul>\r\n<\/td>\r\n
      		\r\n
        \r\n \t
      • writing sentences expressing opinions on news events<\/li>\r\n \t
      • doing a paired writing exercise where students have an informal conversation on paper\u2014no talking allowed<\/li>\r\n \t
      • writing letters to family member, child\u2019s teacher, friend<\/li>\r\n \t
      • writing an email to instructor<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n
        Level 4 \u2013 Writing<\/strong><\/h5>\r\n\r\n\r\n\r\n\r\n\r\n
        Learning Outcome<\/strong>\r\nStudents will be able to . . .<\/em><\/th>\r\nSkills (Cumulative)<\/strong>\r\nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\r\nSample<\/strong> Practice<\/strong> Tasks<\/strong>\r\nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\r\n<\/tr>\r\n
        \r\n
          \r\n \t
        1. write paragraphs of five to eight sentences using familiar forms (i.e. narrative, process, descriptive, opinion)<\/li>\r\n \t
        2. write formal correspondence to a specified audience<\/li>\r\n<\/ol>\r\n<\/td>\r\n
        		\r\n
          \r\n \t
        • use paragraph structure: topic sentence, supporting details, conclusion, and transitional words and phrases<\/li>\r\n \t
        • use paragraph format: title line, blank line, indentation, connected sentences, clear margins<\/li>\r\n \t
        • demonstrate logical sequencing of sentences<\/li>\r\n \t
        • write complex sentences using common subordinating conjunctions<\/li>\r\n \t
        • write compound sentences using commas and FANBOYS<\/li>\r\n \t
        • recognize and correct fragments and run-on sentences<\/li>\r\n \t
        • use consistent verb tenses<\/li>\r\n \t
        • use common regular and irregular past tense verbs<\/li>\r\n \t
        • use subject\/verb agreement<\/li>\r\n \t
        • use standard pronoun reference and agreement<\/li>\r\n \t
        • edit written work<\/li>\r\n \t
        • spell common sight words and homonyms<\/li>\r\n \t
        • use MLA format for headings, titles, and margins<\/li>\r\n<\/ul>\r\n<\/td>\r\n
        		\r\n
          \r\n \t
        • writing a how-to paragraph (i.e. repairs, recipe)<\/li>\r\n \t
        • going outside for a walk and writing a paragraph describing the surroundings<\/li>\r\n \t
        • writing an opinion paragraph about a local issue after watching a news clip, reading an article about it, and discussing the issue<\/li>\r\n \t
        • writing cover letters, emails, online applications<\/li>\r\n \t
        • using editing rubrics<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n
          Level 5 \u2013 Writing<\/strong><\/h5>\r\n\r\n\r\n\r\n\r\n\r\n\r\n
          Learning Outcome<\/strong>\r\nStudents will be able to . . .<\/em><\/th>\r\nSkills (Cumulative)<\/strong>\r\nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\r\nSample Practice Tasks<\/strong>\r\nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\r\n<\/tr>\r\n<\/thead>\r\n
          \r\n
            \r\n \t
          1. write 8 \u2013 10 sentence paragraphs using abstract forms (i.e. expository, summary, narrative, opinion)<\/li>\r\n \t
          2. compose response writings that express personal feelings on an assigned topic including a rationale<\/li>\r\n<\/ol>\r\n<\/td>\r\n
          		\r\n
            \r\n \t
          • recognize and use synonyms, antonyms, and homonyms<\/li>\r\n \t
          • identify topic and main ideas after readings and discussions<\/li>\r\n \t
          • apply spelling rules and strategies<\/li>\r\n \t
          • use quotation marks, semicolons, and parentheses<\/li>\r\n \t
          • use conjunctive adverbs<\/li>\r\n \t
          • respond to selected material after reading, viewing, or listening by explanation of one\u2019s personal viewpoint<\/li>\r\n<\/ul>\r\n<\/td>\r\n
          		\r\n
            \r\n \t
          • summarizing a short reading passage<\/li>\r\n \t
          • searching the local news outlets for community issues and writing an argument paragraph that is a call to action<\/li>\r\n \t
          • producing reflective journals, poems, PowerPoint presentations, posters, blog posts, social media entries<\/li>\r\n \t
          • writing a response paragraph after watching a movie<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n
            Level 6 \u2013 Writing<\/strong><\/h5>\r\n\r\n\r\n\r\n\r\n\r\n\r\n
            Learning Outcome<\/strong>\r\nStudents will be able to . . .<\/em><\/th>\r\nSkills (Cumulative)<\/strong>\r\nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\r\nSample Practice Tasks<\/strong>\r\nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\r\n<\/tr>\r\n<\/thead>\r\n
            \r\n
              \r\n \t
            1. write 8-10 sentence paragraphs using abstract and academic forms (i.e., persuasive argument, formal summary, cause and effect, compare or contrast, advantages or disadvantages)<\/li>\r\n \t
            2. compose self-reflective writings that describe learning experiences<\/li>\r\n<\/ol>\r\n<\/td>\r\n
            		\r\n
              \r\n \t
            • differentiate between subject and object pronouns<\/li>\r\n \t
            • respond to self-identified learning experiences, concerns, and\/or successes by using critical and future-oriented thinking<\/li>\r\n \t
            • write concise, purposeful explanations<\/li>\r\n \t
            • choose appropriate written register (i.e., colloquial or formal writing)<\/li>\r\n<\/ul>\r\n<\/td>\r\n
            		\r\n
              \r\n \t
            • reading the student services webpages for the institution and summarizing one service (can later be linked to oral presentations)<\/li>\r\n \t
            • summarizing an article<\/li>\r\n \t
            • writing reflective journals, poems, PowerPoint presentations, posters, blog posts, social media entries<\/li>\r\n \t
            • writing learner statements at the end of the semester to reflect on their learning process and acquired\/application of skills<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n

              <\/p>\r\n\r\n<\/div>\r\n","rendered":"

              \n

              Adult Literacy Fundamental English
              \nWriting Outcomes<\/strong><\/h3>\n
              \n
              Level 1 \u2013 Writing<\/strong><\/h5>\n\n\n\n\n\n<\/tr>\n\n
              Learning Outcome<\/strong>
              \nStudents<\/em> will be able to . . .<\/em><\/th>\n              		Skills (Cumulative)<\/strong>
              \nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\n              		Sample Practice Tasks<\/strong>
              \nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\n<\/tr>\n<\/thead>\n
              \n
                \n
              1. fill in one-page simple forms with assistance<\/li>\n
              2. write five sentences of three to four words, independently<\/li>\n<\/ol>\n<\/td>\n
              		\n
                \n
              • print the alphabet (upper-and lower-case letters)<\/li>\n
              • print or write own name, address and phone number<\/li>\n
              • use capital letters on proper nouns<\/li>\n
              • use capital letters for beginning a sentence<\/li>\n
              • print or write CVC (consonant- verb-consonant) words and 50-75 sight words (words that students memorize and know by
                \nsight rather than sounding them out)<\/li>\n
              • recognize and use end punctuation (i.e. period, question mark, exclamation mark)<\/li>\n<\/ul>\n<\/td>\n
              		\n
                \n
              • completing sentences by adding in subject or verb<\/li>\n
              • copying short sentences<\/li>\n
              • giving sentence answers to questions with the answers using words and phrases in the question<\/li>\n
              • dictating and copying experience stories<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                 <\/p>\n

                Level 2 \u2013 Writing<\/strong><\/h5>\n\n\n\n\n\n<\/tr>\n\n
                Learning Outcome<\/strong>
                \nStudents<\/em> will be able to . . .<\/em><\/th>\n                		Skills (Cumulative)<\/strong>
                \nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\n                		Sample Practice Tasks<\/strong>
                \nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\n<\/tr>\n<\/thead>\n
                \n
                  \n
                1. write five complete simple sentences<\/li>\n
                2. write two messages of one to three sentences (to a familiar audience)<\/li>\n<\/ol>\n<\/td>\n
                		\n
                  \n
                • participate in brainstorming to generate ideas for writing<\/li>\n
                • use assigned vocabulary in sentence writing<\/li>\n
                • use end punctuation<\/li>\n
                • use capitals for proper nouns<\/li>\n
                • write 75-100 sight words<\/li>\n
                • write CVC words<\/li>\n
                • write CVC words that end in silent e<\/li>\n<\/ul>\n<\/td>\n
                		\n
                  \n
                • writing sentences to answer who, what, when, where, why<\/em> questions<\/li>\n
                • writing phone messages, directions, emails, requests<\/li>\n
                • writing an opinion about a familiar topic<\/li>\n
                • writing an experience story of two to three sentences<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                   <\/p>\n

                  Level 3 \u2013 Writing<\/strong><\/h5>\n\n\n\n\n\n<\/tr>\n\n
                  Learning Outcome<\/strong>
                  \nStudents will be able to . . .<\/em><\/th>\n                  		Skills (Cumulative)<\/strong>
                  \nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\n                  		Sample Practice Tasks<\/strong>
                  \nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\n<\/tr>\n<\/thead>\n
                  \n
                    \n
                  1. write five to seven complete simple and compound sentences<\/li>\n
                  2. write informal correspondence (i.e. personal letter, email) to a familiar audience<\/li>\n<\/ol>\n<\/td>\n
                  		\n
                    \n
                  • generate, organize and write ideas (i.e. use the writing process)<\/li>\n
                  • use assigned vocabulary in sentence writing<\/li>\n
                  • apply dictionary or thesaurus skills to develop new vocabulary<\/li>\n
                  • use end punctuation (period, exclamation point, question mark)<\/li>\n
                  • use common coordinators (i.e. comma + and, or, but)<\/li>\n
                  • identify subject and verb in sentences<\/li>\n
                  • use compound words, contractions, possessives, and plurals<\/li>\n
                  • use appropriate, simple verb tenses<\/li>\n
                  • write 100-150 sight words<\/li>\n
                  • apply appropriate affixes to modify familiar root words<\/li>\n<\/ul>\n<\/td>\n
                  		\n
                    \n
                  • writing sentences expressing opinions on news events<\/li>\n
                  • doing a paired writing exercise where students have an informal conversation on paper\u2014no talking allowed<\/li>\n
                  • writing letters to family member, child\u2019s teacher, friend<\/li>\n
                  • writing an email to instructor<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                     <\/p>\n

                    Level 4 \u2013 Writing<\/strong><\/h5>\n\n\n\n\n<\/tr>\n\n
                    Learning Outcome<\/strong>
                    \nStudents will be able to . . .<\/em><\/th>\n                    		Skills (Cumulative)<\/strong>
                    \nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\n                    		Sample<\/strong> Practice<\/strong> Tasks<\/strong>
                    \nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\n<\/tr>\n
                    \n
                      \n
                    1. write paragraphs of five to eight sentences using familiar forms (i.e. narrative, process, descriptive, opinion)<\/li>\n
                    2. write formal correspondence to a specified audience<\/li>\n<\/ol>\n<\/td>\n
                    		\n
                      \n
                    • use paragraph structure: topic sentence, supporting details, conclusion, and transitional words and phrases<\/li>\n
                    • use paragraph format: title line, blank line, indentation, connected sentences, clear margins<\/li>\n
                    • demonstrate logical sequencing of sentences<\/li>\n
                    • write complex sentences using common subordinating conjunctions<\/li>\n
                    • write compound sentences using commas and FANBOYS<\/li>\n
                    • recognize and correct fragments and run-on sentences<\/li>\n
                    • use consistent verb tenses<\/li>\n
                    • use common regular and irregular past tense verbs<\/li>\n
                    • use subject\/verb agreement<\/li>\n
                    • use standard pronoun reference and agreement<\/li>\n
                    • edit written work<\/li>\n
                    • spell common sight words and homonyms<\/li>\n
                    • use MLA format for headings, titles, and margins<\/li>\n<\/ul>\n<\/td>\n
                    		\n
                      \n
                    • writing a how-to paragraph (i.e. repairs, recipe)<\/li>\n
                    • going outside for a walk and writing a paragraph describing the surroundings<\/li>\n
                    • writing an opinion paragraph about a local issue after watching a news clip, reading an article about it, and discussing the issue<\/li>\n
                    • writing cover letters, emails, online applications<\/li>\n
                    • using editing rubrics<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                       <\/p>\n

                      Level 5 \u2013 Writing<\/strong><\/h5>\n\n\n\n\n\n<\/tr>\n\n
                      Learning Outcome<\/strong>
                      \nStudents will be able to . . .<\/em><\/th>\n                      		Skills (Cumulative)<\/strong>
                      \nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\n                      		Sample Practice Tasks<\/strong>
                      \nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\n<\/tr>\n<\/thead>\n
                      \n
                        \n
                      1. write 8 \u2013 10 sentence paragraphs using abstract forms (i.e. expository, summary, narrative, opinion)<\/li>\n
                      2. compose response writings that express personal feelings on an assigned topic including a rationale<\/li>\n<\/ol>\n<\/td>\n
                      		\n
                        \n
                      • recognize and use synonyms, antonyms, and homonyms<\/li>\n
                      • identify topic and main ideas after readings and discussions<\/li>\n
                      • apply spelling rules and strategies<\/li>\n
                      • use quotation marks, semicolons, and parentheses<\/li>\n
                      • use conjunctive adverbs<\/li>\n
                      • respond to selected material after reading, viewing, or listening by explanation of one\u2019s personal viewpoint<\/li>\n<\/ul>\n<\/td>\n
                      		\n
                        \n
                      • summarizing a short reading passage<\/li>\n
                      • searching the local news outlets for community issues and writing an argument paragraph that is a call to action<\/li>\n
                      • producing reflective journals, poems, PowerPoint presentations, posters, blog posts, social media entries<\/li>\n
                      • writing a response paragraph after watching a movie<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                         <\/p>\n

                        Level 6 \u2013 Writing<\/strong><\/h5>\n\n\n\n\n\n<\/tr>\n\n
                        Learning Outcome<\/strong>
                        \nStudents will be able to . . .<\/em><\/th>\n                        		Skills (Cumulative)<\/strong>
                        \nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\n                        		Sample Practice Tasks<\/strong>
                        \nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\n<\/tr>\n<\/thead>\n
                        \n
                          \n
                        1. write 8-10 sentence paragraphs using abstract and academic forms (i.e., persuasive argument, formal summary, cause and effect, compare or contrast, advantages or disadvantages)<\/li>\n
                        2. compose self-reflective writings that describe learning experiences<\/li>\n<\/ol>\n<\/td>\n
                        		\n
                          \n
                        • differentiate between subject and object pronouns<\/li>\n
                        • respond to self-identified learning experiences, concerns, and\/or successes by using critical and future-oriented thinking<\/li>\n
                        • write concise, purposeful explanations<\/li>\n
                        • choose appropriate written register (i.e., colloquial or formal writing)<\/li>\n<\/ul>\n<\/td>\n
                        		\n
                          \n
                        • reading the student services webpages for the institution and summarizing one service (can later be linked to oral presentations)<\/li>\n
                        • summarizing an article<\/li>\n
                        • writing reflective journals, poems, PowerPoint presentations, posters, blog posts, social media entries<\/li>\n
                        • writing learner statements at the end of the semester to reflect on their learning process and acquired\/application of skills<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

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