Basic Skills Online - Level 2 - Literacy Standards

Speaking and listening - At this level, adults are expected to:

• Speak clearly and appropriately to the situation.
• Speak clearly and confidently in a way which suits the situation.
• Express clearly statements of fact, explanations, instructions, accounts and descriptions.
• Present information and ideas in a logical sequence and provide further detail and development to clarify or confirm understanding.
• Respond to detailed or extended questions, respond to criticism and criticise constructively.
• Respond to criticism and criticise constructively.
• Listen for and identify relevant information from extended explanations or presentations.
• Listen to, understand and follow lengthy or multi-step instructions and narratives.
• Make requests and ask questions to obtain detailed information.
• Make relevant contributions and help move discussions forward.
• Adapt contributions to discussions to suit audience, context, purpose and situation.
• Support opinions and arguments with evidence.
• Use appropriate phrases for interruption and change of topic.
• Use strategies intended to reassure.

Reading - At this level, adults are expected to:

• Use reference materials to find particular information.
• Use organisational features and systems to locate information.
• Use different reading strategies to find and obtain information.
• Identify the main points and specific detail from a text.
• Follow the main events of descriptive, explanatory and persuasive texts.
• Identify the purpose of a text and infer meaning which is not explicit.
• Read an argument and identify points of view.
• Read critically to evaluate information and compare and compare information, ideas and opinions from different sources.
• Use punctuation and grammar to help understanding.
• Summarise information from longer documents.
• Respond to or explain technical vocabulary.
• Respond to or explain vocabulary associated with different types of text.
• Use reference material to find the meaning of unfamiliar words.

Writing - Structure and Content - At this level, adults are expected to:

• Make a plan for writing, indicating key points.
• Select and use format and structure to organise writing appropriate to purpose.
• Make a rough draft or drafts from a plan.
• Judge how much to write and level of detail to include.
• Present information and ideas in a logical or persuasive sequence.
• Proof-read and revise writing for accuracy and meaning.
• Use style and vocabulary suitable for purpose and audience.
• Use formal or informal language appropriate to purpose and audience.
• Proof-read and revise writing for accuracy and meaning.
• Produce legible final text with good accuracy appropriate to purpose.

Writing - Grammar and Punctuation - At this level, adults are expected to:

• Construct complex sentences.
• Use correct grammar.
• Use pronouns so that their meaning is clear.
• Punctuate sentences correctly.
• Proof-read and revise own writing for accuracy and meaning.

Practical Spelling - At this level, adults are expected to:

• Proof-read own writing for errors in spelling and correct the errors.
• Use independantly a variety of appropriate sources to find correct spellings.
• Understand own spelling strengths and weaknesses.
• Spell correctly words used most often in work, studies and daily life.
• Identify frequent errors and patterns of error in own writing.
• Select words to learn.
• Group words to be learned.
• Use a range of different strategies to aid spelling.
• Know when to ask for help with spelling.
• Negotiate a realistic time-span for a spelling programme.
• Demonstrate realistic expectations by prioritising and limiting the words to be learned.
• Practise spellings in private study time.
• Review and plan learning regularily.
• Demonstrate progress in spelling in own writing.

Spelling Rules and Strategies - At this level, adults are expected to:

• Learn rules which help and apply them appropriately.
• Use a range of strategies to apply correct spellings.
• Identify visual and auditory memory techniques.
• Develop own personal memory aids with spelling.
• Identify own patterns of difficulties and classify these.
• Explain the nature of these difficulties.
• Choose an appropriate strategy or strategies to overcome particular spelling problems.

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