Author: Judith Kirsh Date: January 2007

1. Author: Judith Kirsh Date: January 2007

2. Basic Literacy in ESOL module • Session 4: Theory and practice of teaching basic writing The Skills for Life Improvement Programme is delivered on behalf of the Quality Improvement Agency by CfBT Education Trust and partners

3. Aims • For participants to: • understand and make links between the theory and practice of teaching and learning writing at a basic level to adult ESOL learners.

4. Learning objectives • By the end of the session participants will have: • analysed the writing process • examined and practised a range of strategies to help learners with handwriting • explored the process of teaching phonics • practised classroom strategies for the teaching of composition at a basic level.

5. Video questions • What approach is the teacher taking? • Watch the process and jot down notes. • What activities and materials are being used?

6. Checklist of phonic elements • Initial single consonants: Naima, road • Initial single vowels: aspirin, egg, orange • Final single consonants: red, cat • Middle single vowels in one-syllable words: map, bed, hot, cup

7. Checklist of phonic elementscontinued • Initial and final consonant digraphs: chicken, fish • Initial consonant clusters: bl, br cl, cr, dr, sw, fl; for instance, blue, skin • Final consonant clusters: nd, nk, nt, sk, mp, st; for instance: went, bank

8. Synthetic and analytic phonics • Analytic phonics starts with the sounds of letters in words that learners can already read. • Synthetic phonics starts with sounds, before the learners begin to read whole words.

9. Where do I start? Text Level Language experience Simple texts Writing name and address Sentence/Word Level Handwriting Phonics Spelling Punctuation Sentence structure