Not - ae Interested At home ‘Write shopping list Read labels on food packages Read mail such as bills and. advertisements Look up phone numbers ‘Take a phone message Follow directions (.. recipes or directions for assembly) Read a lease Frill out application torms Read/write letters or notes Read newspapers andior magazines * Manitoba Education and Training, Adult Literacy and Continuing Education. Creative Student ‘Assessment. National Adult Literacy Database. [oriine], Fredericton, New Brunswick. Available: nald.ca/Ci Riesa/contents.htm.{2003, February 21] Used with permission, 4950 Tasks Not Interested Banking JOpen an account Fill out bank forms Write cheques: Keep bankbook Shopping Read signs and labels Compare prices Request items at store ‘Ask about prices and discounts [Count money |Order something by mail JOrder something over the phone Health Request an appointment Fill in a health questionnaire ‘Discuss health issues with a doctor Read medicine labelsTasks ‘Cando (date) Work on Now Work on Later Not Interested Work ‘Read information about ‘taining programs. Read job applications uiry about a job Fill out job applications Prepare résumé Write cover letters Read/write job-related memos: Read pay cheque Read contract Read work orders Read safety information ‘Takelleave telephone messages 5a52 Tasks Not Interested Getting Around Read street names [Read amap ‘Ask for directions Write down directions Read abus schedule Read amenu (Order food in a restaurant ‘Make a reservation Confirm a reservation Take a driver's testTasks Cando [Work on (date) __|Now Work on |Not Later Interested General Read short stories Read stories to my children Write stories: Keep a diary Read the newspaper ‘Write letters to a newspaper Write e-mail Write paragraphs Write essays Use grammatical forms Joorrectly 53Short and Long-Term Goals: Bet Before planning lessons based on the information that you have gleaned from the goal setting sheets, you may want to consider the skills necessary for each outcome. With beginners, you may want to ask them the following questions or give them an assignment where you can determine whether or not they possess the following skills. When having a learner read, provide an assortment of reading materials and let the leamer choose. Ensure the materials are “real materials” ~ things that a leamer may have to cope with. Make sure the materials are also at a variety of levels and cover different topics. Any writing samples you collect should involve learner choice. Reading Tasks'” Not cea Interested know the alphabet | know what sounds the letters make. | read from left to right understand what I read, | can answer yesino ‘questions about what | have read. | can answer wh- questions about what | have read. 7 Manitoba Education and Training, Adul: Literacy and Continuing Education. Creative Student Assessment. National Adult Literacy Dstabase. [online], Fredericton, New Brunswick Available: nald.ca/CLRlesa/contents.htm (2003, February 21] Used with permission. ‘Theleomner 54Writing Tasks Yes Sometimes No Not Interested Lean print the alphabet | can print large case and small case letters. can write common words (a, the, he) from left to right. I can write in sentences. |ican write about myselt. loan write about familiar topics. | spell known words correctly. | can fill in forms. Using informal interviews for skills assessment As mentioned before, the informal interview can be used as a skills assessment. In addition to asking the leamer what her weaknesses are (or determining what these are with a reading or writing exercise), you may also want to think about how well the leamner can speak and understand English. Comprehension Does the learner understand what you say? ™ Does the learner often ask you to repeat or give you the wrong answer to the question? ‘Speaking ™ Is the learner’s speech easy to understand or do you have to ask the leamner to repeat? Is the learner's speech fluent or are there many pauses? 7 ™ _Isthe learner self-correcting? ™ Does the learner's speech interfere with understanding? . does the learner have difficulty with? . sound like questions and statements like statements? In Sessions 6 and 7, these areas will be discussed. Can the learner pronounce individual sounds correctly? What sounds Does the learner use appropriate intonation patterns? Do questions