NATIONAL QUALIFICATIONS CURRICULUM SUPPORT
Literacy
Being Part of Something
Fantastic!
Advice and Guidance for
Practitioners
[NATIONAL 4]
This advice and guidance has been produced to support the profession with the delivery of
courses which are either new or which have aspects of significant change within the new
national qualifications (NQ) framework.
The advice and guidance provides suggestions on approaches to learning and teaching.
Practitioners are encouraged to draw on the materials for their own part of their continuing
professional development in introducing new national qualifications in ways that match the
needs of learners.
Practitioners should also refer to the course and unit specifications and support notes which
have been issued by the Scottish Qualifications Authority.
http://www.sqa.org.uk/sqa/34714.html
Acknowledgement
© Crown copyright 2012. You may re-use this information (excluding logos) free of charge in
any format or medium, under the terms of the Open Government Licence. To view this licence,
visit http://www.nationalarchives.gov.uk/doc/open-government-licence/ or e-mail:
psi@nationalarchives.gsi.gov.uk.
Where we have identified any third party copyright information you will need to obtain
permission from the copyright holders concerned.
Any enquiries regarding this document/publication should be sent to us at
enquiries@educationscotland.gov.uk.
This document is also available from our website at www.educationscotland.gov.uk.
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Contents
Overview of materials ............................................................................... 4
Contents .................................................................................................. 4
Topic ....................................................................................................... 4
Section 1: Exemplification of suggested learner activities ........................ 5
Activity 1: Fundraising ............................................................................ 5
Activity 2: Community project ................................................................ 12
Activity 3: Improve your spelling ............................................................ 17
Activity 4: Spelling plurals ..................................................................... 20
Activity 5: Past tense .............................................................................. 20
Activity 6: Grammar review .................................................................... 22
Section 2: Practitioner guidance .............................................................. 23
Activity 1: Fundraising ........................................................................... 25
Activity 2: Community project ................................................................ 28
Mobile learning ...................................................................................... 33
Activity 6: Grammar review .................................................................... 33
Sentence construction using online word magnets .................................... 34
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OVERVIEW OF MATERIALS
Overview of materials
The following support materials are intended to guide those preparing
learners for reading and writing skills in the SQA Literacy Unit (National 4)
(6 SCQF credit points).
Contents
Guidance at this level includes advice for practitioners on approaches to
learning and teaching, and exemplification of learner activities. In order to
get the most out of these materials, practitioners are advised to refer to
Section 2: Practitioner guidance before using any of the activities in Section 1
with learners.
Topic
The focal theme for these materials is ‘Being Part of Something Fantastic!’
Here, the focus is on developing the Curriculum for Excellence capacities of
being a responsible citizen and an effective contributor. As part of this, the
activities also encourage learner involvement in community settings and
external partnerships. In addition, teaching materials focus on social practice
and workplace experience, with suggested approaches and ideas that aim to
develop literacy skills relevant to working life and promote learner
confidence in this practical area.
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SECTION 1
Section 1: Exemplification of suggested learner
activities
Activity 1: Fundraising
You are a member of a local football team/cheerleading team. You are trying
to organise a fundraising event to raise funds to send the whole team abroad
to a specialist training camp.
As a team, you have been asked by your coach to explore various avenues for
fundraising. The coach has called a meeting at the beginning of the month to
listen to any suggestions and arrive at a decision as to the best way to take the
fundraising forward.
Each member of the team has been asked to make notes of ideas or suggestion
and bring these along with them to the meeting so that any relevant ideas may
be developed.
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SECTION 1
Task 1: Planning the event
Make notes of all of the relevant things about your fundraising idea which
need to be taken into account at the meeting. These are items that you will be
presenting to a group of people in the form of suggestions about how to raise
funds. What is your idea for fundraising? What things do you think you may
need to include in your proposal?
Areas
Notes
Date
Dates/times
Budget
Income/donations/costs
Venue
Transport links/disabled access/permission/licenses
required/health and safety/first aid
Collecting
money
Security/cheques/cash/sponsorship forms
Publicity
Invitations/posters/distributers/phone calls/mailing list
Other
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Task 2: Presenting the idea
You are going to present your suggestions and ideas to the rest of your team.
This will be done in the form of an individual presentation. Make sure that
you are fully prepared to speak to the team and that you have a clear idea of
what you will be saying. Be prepared to talk for around 3 minutes to your
team and to answer questions from them. Your team will be listening actively
and commenting on your performance at the end. They could be given a peerassessment sheet to help them undertake this task.
The following table may assist you with this activity.
Introduce yourself to your audience.
State the main points that you think need to be covered in your presentation:



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Take each of the main points you wish to discuss with your au dience and
make notes about it. This will help you give more detail in your presentation.
Ask your audience if any of them have any questions which they wish to ask .
Thank your audience for listening.
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Visuals
Think about any visuals you would like to use.
In groups, have a look at the following four ways to present visual
information to go with your talk.
 Which looks the most professional?
 Which is the most exciting?
 Which is the easiest to create?
1. MindMap
2. Xmind
 Free.
 See video demonstrations at:
XMIND Demo Part 1, Basic
Operations (2 min) at
www.youtube.com/watch?v=7aiRz
X2LO7Y
XMIND Demo Part 2, Structures (2
mins) at
www.youtube.com/watch?v=gUMU
wcMbTz0
See video demonstration
(5.5 min) athttp://www.youtube.com/wa
tch?v=iDPQiYT66g4&featu
re=channel.
3. PowerPoint


4. Prezi


Part of Microsoft
Office.
See a 5-min
demonstration of how
to make a presentation
at
http://www.youtube.co
m/watch?v=VUqIDs5M
ZxM.
Free.
Click the arrow to navigate round the
Prezi presentation in the
demonstration (2 min) at
http://prezi.com/hgjm18z36h75/whyshould-you-move-beyond-slides/.
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SECTION 1
Peer feedback on performance
Listen actively to the presentation. At the end you will discuss it. Make notes
in the boxes below. Focus on the positives and make some good suggestions.
Part of the
presentation
Introduction
Things you did well
Suggestions for next time
Main points
in the
presentation
Answers to
questions
Eye contact
and body
language
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SECTION 1
Tips for individual presentations
When you are presenting information to an audience, you need to do it in a
way that your listeners understand.
 Remember do not read your talk straight off a piece of paper. You task is
to talk and listen, not to read.
 Make eye contact with your audience and use body language to help you
communicate what you are saying.
 Ensure that information is conveyed effectively by using straightforward
vocabulary with any jargon explained.
 Speak clearly and at an appropriate pace.
 Make sure that you speak loudly enough to enable everyone present to
hear.
 Make sure that your talk is structured with a clear begin ning, middle and
end.
 Be prepared for questions.
Always be prepared: prior preparation prevents poor performance!
Task 3: Promotional material
The meeting has taken place and your event has been approved. You are now
required to produce promotional material for the event in the form of leaflets
to advertise it and to sell tickets.
Your aim is to get as many people as possible to attend, therefore the event
has to be appealing.
Your promotional material could include details such as:






What the event is
Date
Venue
Ticket price
Where tickets can be purchased
Any other relevant details.
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SECTION 1
Activity 2: Community project
Example scenario
You are currently undertaking a course studying painting and decorating at
college. As part of your college course, you are r equired to complete a project
within the community.
A decision has been reached to work within a sheltered housing complex, re decorating the dayroom for the service users. Following the tasks below, plan
the schedule for this work.
Task 1: Letter
You are required to send a letter to the warden of the complex, Mrs Mills,
requesting details of the work to be undertaken. You need to know what is
required in terms of the duties to be undertaken, colour schemes , etc.
You also required to ascertain any specific times of entry as well as health
and safety regulations.
You should aim to write about 300 words.
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The following layout should help you set out your letter:
Your name
Your address
Contact number
Recipient’s name
Job title if applicable
Recipient’s address
Today’s date
Dear Mr/Ms/Miss/Dr (add surname) or Sir/Madam or use their first name (if
you know the person),
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
………………………………………………………………………………………
……………………………………………………………………………………….
Yours sincerely (if your letter begins Dear Mr/Mrs/Miss /Ms)
Yours faithfully (if your letter begins Dear Sir/Madam)
Your signature goes here
Your typed name goes here
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Task 2: Planning
You have to make a list of the tools and equipment required for the job as
well as planning your work schedule for the project. Mrs Mills requires the
schedule of work in order to minimise disruption to service users.
You need to take into account:
 preparation of the room, eg stripping paper, sanding, etc
 the size of the room
 the materials required for the project, eg paper, emulsion paint, gloss
paint, etc
 any tools and equipment you may need to buy
 the time required for the project.
Mrs Mills has requested that the room be prepared, papered with lining paper
and the walls painted with lilac emulsion paint. The paint has to be low
odour.
She has also requested that the woodwork be painted with white gloss paint.
Prepare a set of instructions to Mrs Mills and a project time proposal
document that will indicate how long the job will take.
Task 3: Discussion
Class discussion
Can you think of any areas of your course where you could volunteer your
services and skills to a good cause?
Note: Discuss this with the practitioner and always work within the guidelines
given to you from your centre and with full permission (refer to your centre’s
guidelines on visiting external organisations).
Make notes of any ideas which you have for helping out in the community.
Use telephone directories and online directories to identify any external
organisations that may benefit from you volunteering either your time or your
services.
Use a method of planning (eg a mind map) to get ideas from your class.
Discuss with your peers suitable places and organisations, and the services
and skills you could provide them with. Try to arrange a meeting to talk to
members of these establishments either by telephone or face to face. (Do not
make contact with any external agencies or individuals without prior consent
from your practitioner.)
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Establish if there is anything you could provide to help with:




making tea/coffee for charitable organisations
ground maintenance and gardening services
helping out at a local place of worship
fundraising activities for charities.
Make notes of important issues to ensure that you follow correct procedures.
Give these notes to your practitioner to check and for guidance.
Task 4: Website analysis and evaluation
Look at various local organisations online and choose one as a voluntary
project. Read the website for your preferred organisation and comment on the
following areas:
 Examine the website and summarise the information it contains in your
own words.
 Who do you think the author has written the website for (the target
reader)?
 Do you think that the website contains facts or opinions?
 What is the purpose of the information contained in the website? Do you
think it is to inform, to entertain, to highlight an issue or does it have
another purpose?
 What do you think about the layout and structure of the website? Is it easy
for the reader to find information? Are there any maps , graphs,
photographs or video clips?
 Comment on the language that the author has used. Is the text written
formally or informally? Do you understand all of the words ? Is the
language simple to understand? Is the language effective? Give examples.
 Evaluate the text. Does it meet the purpose you stated? How helpful did
you find the text? What are the strengths or weaknesses of the text?
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SECTION 1
Task 5
Write a proposal to your practitioner outlining the services you could provide
on a voluntary basis. (Do not make contact with any external organisations
without permission from your practitioner.)
You should aim to write at least 300 words.
Proposal
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Peer/practitioner
feedback on your
proposal
SECTION 1
Activity 3: Improve your spelling
Why do I need to spell well?
 It makes a good impression at work.
 People find spelling mistakes annoying.
 You can help your own children with their spelling in future.
How can I improve my spelling?
 Read more: find things you want to read and read every day .
 Try to use a new word each week.
 Try spelling new words you hear. Use the look – think – cover – write –
check technique.
Spelling games
Play online spelling games, eg:
 Speedy Speller
http://www.spellingcity.com/speedySpeller-spellinggame.html?listId=6347487
 Unscramble
http://www.spellingcity.com/unscramble -letters-to-formwords.html?listId=3849537
 Letter fall
http://www.spellingcity.com/letterFall-spelling-game.html?listId=3828554
 Spell Check
http://www.funbrain.com/spell/
Memory techniques: look – think – cover – write – check
 Look at the new word. Are there any patterns you can see?
 Think about possible problems, eg silent letters.
 Cover the word up and imagine it in your head as a picture.
 Write the word in the air with your finger, then on the palm of your other
hand with your finger and then on paper (but don’t look at the word – do
this from memory).
 Check to see if you are right.
There is an example of this at http://www.spelling.hemscott.net/mem2.html .
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SECTION 1
Activity 4: Writing tips – spelling plurals
Use some of these rules to help you when you are producing a piece of
writing and having to use plurals.
Plurals
Usually to change a word from singular to plural we simply add s, for
example letter becomes letters and pen becomes pens. There are some cases,
however, where this rule does not apply.
If a word ends with sh, ch, s, ss, z or x, we add es instead of s, for example
glass becomes glasses and wish becomes wishes. Can you think of any more?
Use the look – think – cover – write – check technique to learn the spelling of
these words.
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If a word ends in y where the letter before the y is not a vowel we change the
y to ies, for example library becomes libraries. Can you think of any more?
If a word ends in o we change the o to oes when it becomes plural, for
example cargo becomes cargoes. Can you think of any more?
If a word ends in f we usually drop the f and add ves to make it plural, for
example leaf becomes leaves. Can you think of any more?
Use the look – think – cover – write – check technique to learn the spelling of
these words.
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SECTION 1
Spelling mistakes - plurals
Look at the sentences below and correct the spelling mistakes in the plural
words.
I am looking for a job in one of the main citys in Scotland.
I would like to work in either the construction or hospitality industrys.
Two of my friends’ wifes work in hospitality and they make their dutys
sound interesting.
I would like to be involved in the activitys
Activity 5: Past tense
In this activity you will put verbs into the past tense.
The form of a verb tells us when the action was done , ie in the past, present
or future.
In groups, you will be given a set of cards. Each card has a present verb on
one side, eg ‘go’. The present tense shows we are talking about now or a
present habit, eg ‘We go to school every day.’
Turn the card over and write the past tense of the verb, eg ‘went’. This tense
describes something we did in the past or a finished action, eg ‘We went to
the park yesterday.’
Now team up with a learner from another group. Show your partner the
present tense card and ask him/her to spell the past tense of this verb. Don’t
show them the answer!
Give them a hint if they get stuck.
At the end reveal how many verbs your partner got right.
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Buy
See
Cook
Ride
Swim
Write
Bring
Eat
Do
Drink
Run
Wave
Sing
Smile
Dance
Walk
Look
Type
Say
Phone
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SECTION 1
Activity 6: Grammar review
Look at the PowerPoint presentation ‘Grammar’.
In your group, make a poster with a definition and example of one of the
grammar points below. Add visuals to help your classmates remember the
definition.
Look at all the finished posters and use the information to fill in the table
below.
Grammar
Definition
Example
Noun
Adjective
Verb
Adverb
For more help look at
web2.uvcs.uvic.ca/elc/studyzone/330/grammar/parts.h tm.
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SECTION 2
Section 2: Practitioner guidance
The exemplification of suggested learner activities will focus on developing
the capacities of being a responsible citizen with
 respect for others
 commitment to participate responsibly in political, economic, social and
cultural life
and able to:
 develop knowledge and understanding of the world and Scotland’s place in
it
 understand different beliefs and cultures
 make informed choices and decisions
 evaluate environmental, scientific and technological issues
 develop informed, ethical views of complex issues
and an effective contributor with:
 an enterprising attitude
 resilience
 self-reliance
and able to:






communicate in different ways and in different settings
work in partnership and in teams
take the initiative and lead
apply critical thinking in new contexts
create and develop
solve problems.
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SECTION 2
Learning objectives
It is important that, as with all suggestions provided here, learners are fully
aware of the learning intentions for each lesson that will be delivered. These
could be written down in their notebooks/jotters. This will make them aware
of the general expectations of the work they will produce and help them to
reach the objectives.
Literate for life
It could be emphasised to learners just how crucial it is to be literate and how
being literate could assist them achieve their overall goals in life and help
them cope successfully in a variety of situations. Obviously one of these
situations could be their chosen career path. These exercises will develop the
knowledge and skills of the learner and concomitantly build their confidence.
Competence in literacy can improve learners ’ confidence and help them
improve the skills necessary to become responsible citizens and effective
contributors. Competence in literacy can allow learners to become fully
engaged in all aspects of their lives, as they have the ability to communicate
effectively in a variety of settings.
Log books
Learners could use a log book or diary to monitor their own progress, setting
out the learning objectives of the lesson and chart ing their progress in
achieving them. This allows feedback from the practitioner and learners are
able to recognise areas of the literacy skills which require work.
The social practice model
Using the social practice model, learners can be introduced to areas where
they already communicate effectively in society. Learners may use text
messaging or social networking sites, or they may communicate through
online game consoles by giving instructions to others. W hen these skills are
highlighted to learners they may then begin to investigate other areas where
they communicate and begin to see relevance.
Reading
Many learners may read books, but many learners tell practitioners that they
do not read. Practitioners could point out promotional material, web pages,
transport timetables and instruction manuals as examples of material that
these learners possibly do read. Engagement comes with the realisation that
the world is full of texts and we need to be able to und erstand them.
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SECTION 2
Contextualisation
The suggested learner activities may be modified to suit contextualisation in
certain areas, but they will be based around encouraging learner involvement
in community settings and external partnerships.
Activity 1: Fundraising
In this activity, the writing tasks, such as the letter or the proposal, can be
tailored to offer the chance to produce formal continuous prose , as required
by the Unit Specification. There are opportunities for generating talking and
listening evidence throughout this activity.
Task 1: Planning an event
1.
Learners could be encouraged to research various methods of
fundraising.
2.
The table provided is an example that practitioners can adapt to suit
their learners.
3.
Learners should be encouraged to develop their research skills and to
explore the opportunities available.
4.
Encourage learners to make notes when completing this exercise and
perhaps build a portfolio of evidence of research for their individual
proposal.
5.
Learners’ learning logs/diaries could be a useful exemplar to use for
this exercise.
6.
Learners could investigate suitable venues, costs, publicity , etc.
7.
For different ways to split your class into groups see
http://www.girlscoutsnorcal.org/documents/LE -Fun_Splitters.pdf.
8.
Learners can do their planning remotely via Glow or social media
networks. Why use social media? See
http://www.youtube.com/watch?v=JtGY-SVZRRY.
Note: You should follow your centre’s e-safety guidelines and protocols
regarding the use of YouTube and social networks.
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SECTION 2
Task 2: Presenting the idea
1.
Learners should be instructed in presentation skills (see tips for
presentations).
2.
Individual talks could be practiced one on one, followed by group
discussion, followed by the individual talk to groups.
Task 3: Promotional material
1.
Learners could be shown various promotional materials , eg posters or
leaflets relevant to their own organisation. Online promotional material
could also be examined.
2.
Learners could discuss the benefits (or not) of promoting on social
networks.
3.
Vocabulary exercises could examine different types of language in
different contexts.
4.
Exercises, quizzes and worksheets could be devised by the practitioner
or completed online on a relevant site, eg:
http://www.bbc.co.uk/skillswise/english.
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SECTION 2
Group work cups
To assist learners with working effectively in small groups try the following:
 Give out one set of stackable plastic cups per group: one red, one orange,
one green. The colours have the following meanings:
- red = We are stuck. Please help us now.
- orange = We have a problem to ask you about, but it is not stopping us
continuing with the task.
- green = We are getting on fine. We don’t need help at the moment.
 The practitioner sets up the group work task and monitors groups.
 Each group puts the colour of cup on top of their stack that indicates the
status of the group.
 Cups can be used in lockstep (where the practitioner is teaching from the
front and all learners are focused on him/her) so a learner can show:
- red = I have a question
- orange = slow down
- green = I understand
 When a group shows a red cup, the other groups showing green cups must
answer the question.
Benefits of this technique:
 Fosters learner autonomy and group cohesion.
 Encourages team organisation through allocation of team roles.
 Instant feedback on the degree to which each group/learner is performing
effectively.
 Engages kinesthetic, tactile, creative learners .
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SECTION 2
Activity 2: Community project
The idea exemplified here has a painting and decorating focus. However, this
is only an example. Practitioners should contextualise to an area of relevance
to their learners. The focus of this activity is researching, evaluating and
planning to contact a volunteer organisation selected by the learners.
There are also opportunities for generating talking and listening evidence
throughout this activity.
Task 1: Letter
1.
2.
Letters could be shown of various types of written communication, eg
formal letters, informal letters and letter templates.
Practice exercises could be undertaken such as writing a letter to a
practitioner.
Giving written feedback to learners
Try this method of giving learners feedback on their written work. Instead of
grades use:
+ (= this is better than the last work you did)
– (= this is worse than the last work you did)
= (= this is the same standard as the last work you did)
Task 2: Planning and Task 3: Discussion
1.
Planning the proposal could be discussed in depth with the learner.
Timelines and costing could be examined,
2.
Discussion of alternative projects of voluntary work could be co ordinated by the practitioner.
3.
Formative exercises in giving and writing instructions could be
undertaken.
Scenario discussions
1.
You can use www.polldaddy.com as a teaching tool.
2.
Use it as part of a case study or problem-solving task related to this
activity.
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SECTION 2
3.
Learners vote on next step or outcome.
4.
View the example below of a creative writing task using Poll daddy at
http://story.heathfieldcps.net/.
5.
Learners read the chapters then vote on the ending they want to add.
Task 4: Website analysis and evaluation
1.
Reading help notes and instructions could be taught for this exercise.
2.
Formative exercises could be completed by visiting other websites,
perhaps ones which are of interest to the learner.
Note: Please refer to your own centre’s guidelines before learners are given
permission to contact external agencies.
Giving feedback to learners on their work
Learners like feedback, but do they get enough and does it come in a variety
of approaches to which different learners can relate? Feedback on tasks can
come from the practitioner, learner peers and guided self-evaluation using
checklists and reference to comparison work. The feedback should not be
viewed as the end of the matter, however, but as the beginning of the new
journey.
After feedback on task performance, learners could be set a new practical task
to address the ways that they can move forward and improve their
performance. This can be self-selected from a learner-devised menu of tasks.
Learners whose feedback identified a similar area of development can work
in small groups to peer support each other and peer teach each other in small
learning communities.
On completion of these remedial tasks, learners get feedback and continue the
cycle, formulating their own guided action plans for future tasks to develop
their skills and knowledge. This is illustrated in the diagram below.
Self/tutor/
peer
evaluation
Practical
tasks
Learners
in small
groups
=
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Helps
learners
formulate
action plans
for future
learning
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SECTION 2
Evaluation of performance in tasks is an important activity to incorporate in
your lessons. The cycle below shows how repetition of task types (with
different context and focus) provides learners with the opportunities to
recognise their own improved performance based on the comparability of the
tasks undertaken. However, the change in focus, theme and resources
surrounding the task must be clear to ensure that learners do not become
disengaged and feel that they are doing the same thing again.
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SECTION 2
Online video questionnaires
1.
Learners can create and contribute to online video questionnaires to
gather information as part of this activity.
2.
Go to http://intervue.me/.
3.
See a good demonstration and explanation at
http://nikpeachey.blogspot.com/.
This explains how technology can be used to develop literacy skills.
4.
The interview me website is based around the use of webcams.
5.
The site enables users to create questionnaires and then get the
recipients of the questionnaire to leave video -recorded answers.
6.
The site is very easy to use.
7.
Here are some example questionnaires:
 Blended learning
 How digital is your classroom?
 Mobile devices in the classroom
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SECTION 2
Activities 3, 4, 5 and 6
1.
Learners could use online exercises to improve their spelling and
grammar, eg www.bbc.co.uk/skillswise.
2.
Learners could be introduced to various techniq ues to assist with
spelling, such as look – think – cover – write – check.
3.
Learners could be introduced to areas where common spelling mistakes
are made, such as homophones and silent letters.
4.
The same techniques could also be used with areas such as grammar and
punctuation.
5.
The skills required to complete these activities could be built up using a
variety of practitioner-devised resources and worksheets or by using
online resources such as www.bbc.co.uk/skillswise.
Extension
This activity can be expanded by accessing online spelling games in class as
team games on the screen or for individual work and homework. Learners
could also review each of the following five popular games below and vote
on the best for the class to work with that week or month.
1.
Speedy Speller
http://www.spellingcity.com/speedySpeller-spellinggame.html?listId=6347487
2.
Unscramble
http://www.spellingcity.com/unscramble-letters-to-formwords.html?listId=3849537
3.
Letter fall
http://www.spellingcity.com/letterFall-spellinggame.html?listId=3828554
4.
Spell Check
http://www.funbrain.com/spell/
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SECTION 2
Mobile learning
Mobile learning or M-learning, in which learners use their mobile phones, is
a good way to engage learners in grammar/spell checking for accuracy online
and when doing research.
 M-learning focuses on the mobility of the learner, interacting with portable
technologies, and learning that reflects a focus on how s ociety and its
institutions can accommodate and support an increasingly mobile
population.
 M-learning is convenient and accessible from virtually anywhere.
 M-learning, like other forms of e-learning, is also collaborative; sharing is
almost instantaneous among everyone using the same content, which leads
to the reception of instant feedback and tips.
 M-learning brings strong portability by replacing books and notes.
 The average attention span for learning on a hand-held device is 3–7
minutes.
A video of learners using mobile phones in class can be found at
http://www.youtube.com/watch?v=HYrlaonG-4I.
Note: You should follow your centre’s e-safety guidelines and protocols
regarding the use of YouTube and social networks.
Activity 6: Grammar review
1.
Use the PowerPoint presentation ‘Grammar’.
2.
Learners setting SMART goals in relation to grammar might like to test
their skills online to identify their learning progress. Useful websites
include:
 http://www.bbc.co.uk/schools/spellits
 http://www.bbc.co.uk/skillswise/topic-group/spelling
 http://www.woodlandsjunior.kent.sch.uk/interactive/mag/spelling.html
 http://www.harcourtschool.com/menus/auto/18/54.html
 http://www.usingenglish.com/quizzes/170.html
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SECTION 2
Sentence construction using online word magnets
1.
http://www.triptico.co.uk/tag/word-magnets/
2.
Software to download – desktop application – get service desk to load
to your classroom PC.
3.
Write text, click and text becomes magnets.
4.
Good for interactive white boards.
5.
Can add words or delete them as learners move words around.
6.
Delete word by word to help learners remember the sentence.
See demonstration on
http://www.teachertrainingvideos.com/magnets/index.html .
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