basic life skills lessons with pre/post assessments binder basic life skills lessons.pdfbasic life...

Basic Life Skills Lessonswith

Pre/Post Assessments

Basic Calendar Skills

Learning Objectives: 1) Knowing how to use a calendar2) Schedule daily / weekly appointments and/or classes3) Track hours worked

Materials Needed: 1) One full-year calendar or a calendar app downloaded tostudent’s smart phone 2) Calculator if student wants to track hours worked3) Student’s cellular phone or laptop with recording capabilities4) White board and dry erase markers

Language Note: The following lessons are intended to be taught entirely in Spanish for beginning English Language Learners. If your students are more advanced, these same lessons can be taught using as much English as is appropriate.

Lesson Note: Teacher can voice record all of the vocabulary associated with this lesson. Have student listen to the recording every day for one week. When student has memorized the vocabulary have him/her send a voice recording to teacher either using WhatsApp or My Memos. Student could also leave voicemail message for teacher.

Time Procedure_____________________________________________

5 Minutes I. Give Pre-Assessment

10 Minutes II. Introductory discussion:Do you use a calendar? What could you use a calendar for? Do you track the hours that you work?

New Vocabulary

Monday – Lunes Tuesday – Martes Wednesday – Miércoles Thursday – Jueves Friday – Viernes Saturday – Sábado Sunday – Domingo Week – Semana Weekend – Fin de semana

Additional Vocabulary

January – Enero February – Febrero March – Marzo April – Abril May – Mayo June – Junio July – Julio August – Agosto September – Septiembre October- Octubre November – Noviembre December – Diciembre Day – Día Month – Mes Year – Año

10 Minutes III. Brainstorm ways in which a calendar could be helpful in your students’lives. Let your students generate ideas and be sure to discuss objectives.

10-15 Minutes V. Teach days of the week: 1) Ask students to write the days of the week in English and Spanish on a white board.2) Using the white board text as a visual aid, have the students repeat the English days of the week inorder after you say the Spanish word followed by the English word. Be creative and have fun! 3) Once students are comfortable with the days of the week, you can add “week/semana” and“weekend/fin de semana.” 4) Practice months of the year. Use index cards, white board, or recording system.

20 Minutes VI. Calendar Skills:1) Hand out calendar or download calendar app and ask students if they can find the current month.2) Ask students to read out loud the days of the week at the top of the calendar.3) What day does the week start with? (Explain that the week starts with Sunday in the U.S.) Is it thesame in your country? 4) Work with students to write their typical work schedule on the calendar. Have them add in anyclasses, special appointments or family members birthdays. 5) Add work hours to calendar and compare paycheck stub to hours worked

5 Minutes VII. Give Post-Assessment

10 Minutes VIII. Conduct Skills Assessment BelowHave student schedule their time on their calendar of choice. An example of this could be: 1) you work Monday to Thursday from 4am to 4pm. 2) you work Saturdays and Sundays from 4pm to midnight. 3) Fridays are your day off and your English class is from 1pm to 2:30 pm.

Enhancement Activities: By adding the option of using calendar apps and scheduling work and classes which can be repeated weekly, monthly or yearly (good for remembering special yearly birthdays) with built in reminders and alerts this lesson becomes interesting and fun. Also when the student is willing to play with voice recording apps learning can continue even without teacher being present.

Skills Assessment Rubric

1 2 3 4Student is unable to do task.

Student has created his/her schedule on calendar but has missed some details.

Student is able to successfully create his / her own schedule using a calendar or an app.

Student is able to successfully create his/her current schedule.

BasicCalendarSkills

Pre‐Assessment

Developed by UVM Extension, Vermont Migrant Education Program, with funding from the Strategies, Opportunities and Services to Out of-School Youth (SOSOSY) Migrant Education Program Consortium Grant (2013).

Date: ____________________________

Name: ____________________________

Circle the correct answer.

1. How many days are there in a week? a. 12b. 5c. 7d. 10

2. Calendars can be used to track hoursworked.

True False

3. How many months are in a year? a. 10b. 7c. 2d. 12

4. Calendars are used to scheduleappointments and classes.

True False

5. What are the days are in a weekend? a. Friday, Saturdayb. Thursday, Fridayc. Saturday, Sundayd. Monday, Tuesdaye. none of the above

Total Correct:_______

ConocimientoBásicodelCalendario

Pre‐Evaluación


Fecha: ____________________________

Nombre: ____________________________

Circula la respuesta correcta.

1. ¿Cuántos días tiene una semana? a. 12b. 5c. 7d. 10

2. ¿ Se pueden usar los calendariospara anotar las horas laboradas?

Verdadero Falso

3. ¿Cuántos meses tiene un año? a. 10b. 7c. 2d. 12

4. Se usan los calendarios paraprogramar citas y clases.

Verdadero Falso

5. ¿Qué días están en el fin desemana?

a. viernes, sábadob. jueves, viernesc. sábado, domingod. lunes, martese. ninguno de los anteriores

Total de Aciertos:_______

BasicCalendarSkills

Post‐Assessment


Date: ____________________________

Name: ____________________________


1. How many days are there in a week? a. 12b. 5c. 7d. 10

2. Calendars can be used to track hoursworked.

True False

3. How many months are in a year? a. 10b. 7c. 2d. 12

4. Calendars can be used to scheduleappointments and classes.

True False

5. What are the days are in a weekend? a. Friday, Saturdayb. Thursday, Fridayc. Saturday, Sundayd. Monday, Tuesdaye. none of the above

Write the seven days of the week in the correct order. (not scored)

_____________________________________________________________

_____________________________________________________________

_______________________________ Total Correct:_______

ConocimientoBásicodelCalendario

Post‐Evaluación


Fecha: ____________________________

Nombre: ____________________________


1. ¿Cuántos días tiene una semana? a. 12b. 5c. 7d. 10

2. ¿Se pueden usar los calendariospara anotar las horas laboradas?

Verdadero Falso

3. ¿Cuántos meses tiene un año? a. 10b. 7c. 2d. 12

4. Se usan los calendarios paraprogramar citas y clases.

Verdadero Falso

5. ¿Qué días están en un fin desemana?

a. viernes, sábadob. jueves, viernesc. sábado, domingod. lunes, martese. ninguno de los anteriores

Escribe el nombre de los siete días de la semana en el orden correcto. (no

calificar) _____________________________________________________

_____________________________________________________________

_____________________________________________________________


Filling Out a Form

Learning Objective: 1) Understand common, universal information necessary to fill out a form 2) Effectively fill out a basic form ie:money wiring form, store discount form, basic health care form, driver’s license application form, etc.

Materials: 1) Blank form that is included with this lesson2) Other sample forms mentioned abovewhen applicable 3) White board (or notebook)

LANGUAGE NOTE: The following lesson is intended to be taught entirely in Spanish for beginning English Language Learners. If your student has a more advanced language level, this same lesson can be taught using as much English as is appropriate. If your student is already familiar with the vocabulary used to send a money order, you can choose a more complex form, such as a dental or health form, and adapt the lesson accordingly.

LESSON NOTE: Use forms that are most applicable to meet the needs of the student. Discover how they send money to family in native country and assist them with these forms if helpful. Discuss how students may choose to deal with certain questions on a form such as social security number and number of dependents. Also discuss how the date is written in a different format in the United States.

Time Procedure


5 Minutes II. Warm-upDiscuss whether your students have any previous experience filling out common forms in either English or Spanish. For example, have they filled out money orders or doctor’s office forms? Do they have discount cards for Rite Aid or local grocery stores?

10 Minutes III. Fill Out Forma) Fill out the attached form with student. Begin with a form in Spanish

and then fill out a form in English. This process will allow them tobecome familiar with the form if they aren’t already and gather theinformation they need to fill it out.

b) Using the form as a reference, make a list together of new vocabularyon the white board (see vocabulary box above).

NewVocabulary:Nombre‐FirstNameApellido‐LastNameDireccióndelacalle‐StreetAddressCiudad‐CityEstado‐StateCódigoPostal‐ZipCodeFecha‐DateCantidad‐AmountNúmerodeTeléfono‐PhoneNumberFechadeNacimiento–BirthDate

10 Minutes IV. Practice VocabularyUsing the text on the white board as a visual aid, have the students repeat the English word after you say the Spanish word followed by the English word. Practice a few times until you can point to the words on the board and students can read them.

5-10 Minutes V. Form-Filling “Pictionary” Once students are familiar with the words and can comfortably pronounce them, erase them from the board. Test and reinforce students’ knowledge of the words by playing “Pictionary.” For example, the teacher writes “802-279-3898” on the board and students say “phone number.” Teacher writes “López” and students say “Last name.”

5-10 Minutes VI. Practice Formsa) Give students sample English-only forms to fill out using sample

information (see sample information and form provided with thislesson). Use “scrambled” and/or regular form depending on level ofdifficulty your student needs.

b) Practice and reinforce any vocabulary that students struggled withwhen filling out the form.

10-15 Minutes VII. Give Post-Assessment

VIII. Conduct Skills Assessment Below Give students a second copy of the English-only form and ask them to fill it

out without assistance using their own information. Work together to complete any parts that the student may have left blank in order to review and reinforce any vocabulary they may not have mastered.

15 Minutes Enhancement Activities Take a photo of the filled-out form with student’s cell phone camera for their future use when filling out forms.

Skills Rubric

1 2 3 4

Student is unable to do task.

Student completes less than 7 sections of the form or completes it with assistance.

Student is able to complete 7-8 sections of the form without assistance.

Student is able to complete the entire form without assistance.

Regular Sample Form

Date:_________________________

First Name: ______________________________________Last Name: _______________________________________

Street Address:_______________________________________________________________________________________

City:__________________________________________ State: ____________________ Zip Code:__________________

Phone Number:_______________________________________________

Email:__________________________________________________________

Amount:_______________________________________________________

Sample Information

Fecha: September 12, 2011

Nombre: Pilar Apellido: Rosas López

Dirección de la calle: 1258 Town Farm Road

Ciudad: Chelsea Estado: Vermont (VT) Código Postal: 05038

Número de Teléfono: 802-522-3498

Cantidad: $500 USD

“Scrambled” Sample Form

Amount:_______________________________________________________ Zip Code:____________________________

Street Address:________________________________________________Date:_________________________________

Last Name: _______________________________________ State:_____________________________________________

Phone Number:_______________________________________________________________________________________

First Name: ______________________________________ City:_______________________________________________

Email:_______________________________________________________

Sample Information

Fecha: January 23, 2011

Nombre: Eduardo Apellido: García de la Cruz

Dirección de la calle: 565 Brook Road

Ciudad: Braintree Estado: Vermont (VT) Código Postal: 05060

Número de Teléfono: 802-505-3105

Cantidad: $350 USD

FillingOutaForm

Pre‐Assessment


Date: ____________________________

Name: ____________________________


1. When might you need to fill out aform?

a. at the dentist or the doctor’s officeb. when you send money to your

family or friendsc. when you send a package or letterd. all of the above

2. Amount means the place youwould like to send your money orpackage.

True False

3. What information might you needwhen filling out a form?

a. your first name and last nameb. your current phone number and

addressc. your birth dated. all of the above

4. Is date of birth the same astoday’s date?

Yes No

5. Should you write down all of theinformation you will need andbring it with you to the store, postoffice or doctor’s office?

Yes No


LlenadodeFormularios

Pre‐Evaluación


Fecha: ____________________________

Nombre: ____________________________


1. ¿En qué situaciones tendrías quellenar un formulario?

a. en el consultorio médicob. cuando envías dineroc. cuando envías un paquete o una

cartad. todos los anteriores

2. Cantidad significa el lugar a dondequieres enviar dinero o un paquete.

Verdadero Falso

3. ¿Qué información podrías necesitar alllenar un formulario?

a. tu nombre y apellidob. tu número telefónico y dirección

actualc. tu fecha de nacimientod. todos los anteriores

4. ¿La fecha de nacimiento significa lomismo que la fecha del día de hoy?

Sí No

5. ¿Debes anotar toda la informaciónque necesitas y llevarla contigo a latienda, oficina postal o consultoriomédico?

Sí No


FillingOutaForm

Post‐Assessment


Date: ____________________________

Name: ____________________________


1. When might you need to fill out aform?

a. at the dentist or the doctor’s officeb. when you send money to your

family or friendsc. when you send a package or letterd. all of the above

2. Amount means the place youwould like to send your money orpackage.

True False

3. What information might you needwhen filling out a form?

a. your first name and last nameb. your current phone number and

addressc. your birth dated. all of the above

4. Is date of birth the same astoday’s date?

Yes No

5. Should you write down all of theinformation you will need andbring it with you to the store, postoffice or doctor’s office?

Yes No

Write your complete address including your first name, last name, street address or post office box, city, state, and zip code. Include your email address. (not scored) __________________________________________________________________________________________________________

______________________________________________________________


LlenadodeFormularios

Post‐Evaluación


Fecha: ____________________________

Nombre: ____________________________


1. ¿En qué situaciones tendrías quellenar un formulario?

a. en el consultorio médicob. cuando envías dineroc. cuando envías un paquete o una

cartad. todos los anteriores

2. Cantidad significa el lugar a dondequieres enviar dinero o un paquete.

Verdadero Falso

3. ¿Qué información podrías necesitar alllenar un formulario?

a. tu nombre y apellidob. tu número telefónico y dirección

actualc. tu fecha de nacimientod. todos los anteriores

4. ¿La fecha de nacimiento significa lomismo que la fecha del día de hoy?

Sí No

5. ¿Debes anotar toda la informaciónque necesitas y llevarla contigo a latienda, oficina postal o consultoriomédico?

Sí No

Escribe tu dirección completa incluyendo tu nombre, apellido, nombre de la calle y número, o número de tu apartado postal, ciudad, estado, y código postal. Incluya su dirección de correo electrónico. (no calificar) _____________________________________________________________

_____________________________________________________________


Knowing Where You Live

Learning Objective: 1) Student will be able to communicate their

physical address and farm name in English 2) Student will understand the difference

between a physical address and a mailing address

3) Student will be able to give key landmarks inSpanish describing the location of their residence

Materials: 1) Art supplies (pencils, markers, paper)2) Tacks or tape3) Index cards with English vocabulary

words from box, plus 6-8 blank cards.

LANGUAGE NOTE: The following lesson is intended to be taught in Spanish for beginning English Language Learners. If your students have a more advanced language level, this same lesson can be taught using as much English as is appropriate.

LESSON NOTE: Consider downloading new apps onto student phone such as “voice recording” or “my memos” and record physical address with directions to student’s home in English. Student can use this to send to English speaking friend to get to the student’s home. Also consider taking a photo of student’s address (both physical and mailing for student to send to family in home country or to new friends in the states.


5-10 Minutes II. Discussion (in English or Spanish)What is your address? (If students do not know their exact address, write it down and tack it up in a communal spot where everyone can see and study it.) Define whether the address is a mailing address or a physical address. Do you know the name of the farm you work on? If I called and asked you where you live, what would you say? (e.g. trailer/house, before farm/after farm, color of home, etc.)

10-15 Minutes III. Personalizing Directions to Your Home Have student draw a map of their home, the farm where they work, and their immediate surroundings as far out as they know in order to get a good visual picture.

NewVocabularywork‐trabajolive‐vivoleft‐izquierdaright‐derechastraight‐derechohouse‐casatrailer–trailerbarnapartment‐farm–rancho/granjainfront‐enfrentebehind‐detras

15- 20 Minutes IV. Learn Physical Address and Farm Name a) Put the words from the new vocabulary box above on thewhite board. Using the text as a visual aid, have students repeat the English after you say the Spanish word followed by the English word. Practice a few times until students can pronounce all the words on the white board. b) Work together to write clear key landmarks in English andSpanish. Use index cards to reinforce vocabulary. c) Have students write the name of the farm and theiraddress on the index cards.

10 Minutes V. The Bigger Picture Part of the big picture is for students to understand the difference between physical versus mailing address. The address that students give to family members back home for mail purposes may very likely be different than their physical address.

5 Minutes VI. PracticeHave students practice saying “I work at (name of farm). I live at (address)” in English, followed by explaining the key landmarks of home directions in necessary language.

10-15 Minutes VII. Give Post-Assessment

VIII. Conduct Skills Assessment BelowAsk the student to tell you their physical address and to write it down. Have them give you key landmarks to the location of their home in Spanish.

Enhancement Activities: Text, instant message, email directions, download google maps, offer to record address and directions to farm for future use and to help student practice and learn English pronunciation. Show student how to address an envelope including return address.


1 2 3 4

Student is unable to do task

Student gives partial or unclear directions in Spanish

Student is able to give clear and complete address, farm name and key landmarks in Spanish

Student is able clearly speak and text their complete address. Student is able to say farm name and key landmarks in English.

KnowingWhereYouLive

Pre‐Assessment


Date: ____________________________

Name: ____________________________


1. Your current address means theplace where you were born.

True False

2. When giving directions to whereyou live, what information maybe helpful?

a. the name of the farm where you workb. the color of your house or trailerc. your exact addressd. all of the above

3. Can someone have twoaddresses, a mailing address anda physical address?

Yes No

4. Is giving directions is the sameas telling someone your address?

Yes No

5. When you tell someone youraddress, what is important toinclude?

a. the name of your employerb. street number, street name, town,

state, and zip codec. your name and where you were bornd. the number of people you live with

and their names


InstruccionesParaLlegaraUnSitio

Pre‐Evaluación


Fecha: ____________________________

Nombre: ____________________________


1. Tu dirección actual se refiere allugar donde naciste.

Verdadero Falso

2. Cuando le indicas a alguien cómollegar donde vives, ¿quéinformación le sería de utilidad?

a. nombre de la granja dondetrabajas

b. el color de tu casa o trailerc. tu dirección precisad. todos los anteriores

3. ¿Una persona puede tener dosdirecciones, una para el correopostal y una dirección física (sudomicilio)?

Verdadero Falso

4. Indicar cómo encontrar direcciones,¿es lo mismo que dar tu dirección?

Sí No

5. Cuando le dices a alguien tudirección, ¿qué es importante quemenciones?

a. nombre de tu patrónb. nombre de la calle y número,

población, estado, y código postalc. tu nombre y dónde nacisted. número de personas con las que

vives y sus nombres


KnowingWhereYouLive

Post‐Assessment


Date: ____________________________

Name: ____________________________

Circle the correct answer

1. Your current address means theplace where you were born.

True False

2. When giving directions to whereyou live, what information maybe helpful?

a. the name of the farm where you workb. the color of your house or trailerc. your exact addressd. all of the above

3. Can someone have twoaddresses, a mailing address anda physical address?

Yes No

4. Is giving directions is the sameas telling someone your address?

Yes No

5. When you tell someone youraddress, what is important toinclude?

a. the name of your employerb. street number, street name, town,

state, and zip codec. your name and where you were bornd. the number of people you live with

and their names

Write the directions to your home giving key landmarks:

(not scored) __________________________________________________

____________________________________________________________

___________________________ Total Correct:_______


Post‐Evaluación


Fecha: ____________________________

Nombre: ____________________________


1. Tu dirección actual se refiere allugar donde naciste.

Verdadero Falso

2. Cuando le indicas a alguien cómollegar donde vives, ¿quéinformación le sería de utilidad?

a. nombre de la granja dondetrabajas

b. el color de tu casa o trailerc. tu dirección precisad. todos los anteriores

3. ¿Una persona puede tener dosdirecciones, una para el correopostal y una dirección física (sudomicilio)?

Verdadero Falso

4. Indicar cómo encontrar direcciones,¿es lo mismo que dar tu dirección?

Sí No

5. Cuando le dices a alguien tudirección, ¿qué es importante quemenciones?

a. nombre de tu patrónb. nombre de la calle y número,

población, estado, y código postalc. tu nombre y dónde nacisted. número de personas con las que

vives y sus nombresEscriba aca las instrucciones para llegar a su casa usando puntos de

referencia claves. (no calificar) ____________________________________

_____________________________________________________________

_____________________________________________________________

____________________________ Total de Aciertos:_______

Voice Mail Systems

Learning Objective: 1) Understand when and how to leave a message,knowing what to include to ensure a call back 2) Know how to set-up an out-going message3) Understand how to listen to your messages andalso how to delete messages so that you can receive new messages

Materials: 1) Voice mail template included in this lesson2) Student’s cell phone or home phone3) Teacher’s cell phone


LESSON NOTE: The student’s phone system can be set in English or Spanish whichever is most appropriate for student’s language level. Outgoing message can be recorded in both languages. Teacher could record out-going message in English and student could record same message in Spanish.

Time Procedure


5-10 Minutes II. Warm-up (in English or Spanish)Begin the lesson by asking questions about student’s voice mail system:

Have you ever left a message on a voice mail in English or Spanish? Are you able to receive messages? Do you know how to leave a message? What are the things that you say when you leave a message? Do you know how to check and delete your messages?

10 Minutes III. Information needed before making a phone callAbility to clearly state name and spell last name in English (hint forteacher, write out phonetic pronunciation of student’s spelling of last name)

Know phone number: Have your phone number in hand, practice saying phone

number in English number by number. Clarify purpose of the call. What is the best time to get back to me?

10-15 Minutes IV. Record out-going message and practice calling one another to leave a message using the template below.

NEW Vocabulary: telephone – teléfono message – mensaje voice mail- buzón de voz call back- regresar la llamada numbers 1-10 purpose-propósito name – nombre Who – Quien Why – Por qué What- Que When- Cuando

Teacher and student record out-going message. Leave messages for one another and then practice listening to message. Practice deleting messages after listening to them.

10-15 Minutes VI. Give Post-Assessment

VII. Conduct Skills Assessment Below Have the student call your office or cell phone to leave a voice mail

message. Once complete, assess how they completed the task using the rubric below.

Enhancement Activities Students listen to recorded phone conversations and answer questions based on the dialogues.

Calling the Migrant Education Office

Who is calling? Hi my name is _______ Why are you calling? I would like English Classes How can they reach you? You can call me at (802)555-5555 When can they call you back? Any day after 5pm How can they reach you? You can call me at 802-555-5555

Recording an Out-Going Message

Hi, you have reached __(student name)_____. Please leave a message with your name, number, reason you are calling, and the best time to return your call.


1 2 3 4

Student is unable to leave an understandable voice mail message or record an out-going message

Students message contains all the correct information but an English speaker would not understand. Students out-going message is recorded in Spanish.

Students message contains all the criteria in the template and is understandable for an English speaker. Students out-going message is recorded in Spanish and English.

Students message contains all the criteria in the template and is understandable for an English speaker and the complete voice mail system is understood

LeavingaVoicemailMessage

Pre‐Assessment


Date: ____________________________

Name: ____________________________


1. If you call someone and theydon’t answer the phone, whatshould you do?

a. Hang up the phone. Do not leave amessage.

b. Leave a complete message with yourname, phone number, and a good timeto return your call.

c. Leave a message with just your name.d. Call back again and again until

someone answers.

2. Can someone return your call ifyou do not leave your phonenumber?

Yes No

3. What are the most importantthings to remember whenleaving a voicemail message?

a. clearly stating your full nameb. a phone number for calling you backc. best time to reach youd. all of the above

4. Should you have all necessaryinformation ready before youmake a phone call?

Yes No

5. Do you need to delete yourmessages in order to be able toreceive more?

Yes No


DejandoUnMensajedeVoz

Pre‐Evaluación


Fecha: ____________________________

Nombre: ____________________________


1. Si llamas a alguien por teléfonoy no contesta, ¿qué puedeshacer?

a. colgar y no dejar mensajeb. dejar mensaje en Inglés o en Españolc. dejar un mensaje solo con tu nombred. seguir llamando hasta que alguien

conteste

2. ¿Te pueden llamar más tarde sino dejas tu número telefónico?

Sí No

3. ¿Qué es importante querecuerdes cuando dejas unmensaje de voz?

a. decir claramente tu nombre completob. dejar un número telefónico para que

te regresen la llamadac. decir la mejor hora para localizarted. todos los anteriores

4. ¿Es importante tener a la manotoda la información quenecesitarás antes de hacer unallamada?

Sí No

5. ¿Se necesitan borrar mensajespara poder recibir más? Sí No


LeavingaVoicemailMessage

Post‐Assessment


Date: ____________________________

Name: ____________________________


1. If you call someone and theydon’t answer the phone, whatshould you do?

a. Hang up the phone. Do not leave amessage.

b. Leave a complete message with yourname, phone number, and a good timeto return your call.

c. Leave a message with just your name.d. Call back again and again until

someone answers.

2. Can someone return your call ifyou do not leave your phonenumber?

Yes No

3. What are the most importantthings to remember whenleaving a voice mail message?

a. clearly stating your full nameb. a phone number for calling you backc. best time to reach youd. all of the above

4. Should you have all necessaryinformation ready before youmake a phone call?

Yes No

5. Do you need to delete yourmessages in order to be able toreceive more?

Yes No

You are sick and cannot go to work. What information would you leave in a

phone message to your boss? (not scored) ____________________________

______________________________________________________________


DejandoUnMensajedeVoz

Post‐Evaluación


Fecha: ____________________________

Nombre: ____________________________


1. Si llamas a alguien por teléfonoy no contesta, ¿qué puedeshacer?

a. colgar y no dejar mensajeb. dejar mensaje en inglés o en españolc. dejar un mensaje solo con tu nombred. seguir llamando hasta que alguien

conteste

2. ¿Te pueden llamar más tarde sino dejas tu número telefónico?

Sí No

3. ¿Qué es importante querecuerdes cuando dejas unmensaje de voz?

a. decir claramente tu nombre completob. dejar un número telefónico para que

te regresen la llamadac. decir la mejor hora para localizarted. todos los anteriores

4. ¿Es importante tener a la manotoda la información quenecesitarás antes de hacer unallamada?

Sí No

5. ¿Se necesitan borrar mensajespara poder recibir más? Sí No

Te encuentras enfermo y no puedes ir a tu trabajo. ¿Qué información

dejarías en un mensaje de voz en el teléfono de tu jefe? (no calificar)

___________________________________________________________

___________________________________________________________

__________________________ Total de Aciertos:_______

Basic Map Skills

Learning Objective: 1) Understanding the map grids2) Finding a location

Materials: 1) State map with an index2) Pins/Dots3) White board and marker4) Index cards5) Masking tape

Enhancement Activity Materials: 1) Map of student’s home country2) USA Map3) Compass4) Enlarged Mileage Table5) Map Apps (Google maps)6) World Map!


LESSON NOTE: When the student learns to read his/her state map they can read any map in the world. Consider buying the Peter Projection Map which is an area accurate map. You will notice that the countries look quite different in their more accurately displayed sizes!

Time Procedure

5 Minutes I. See if the student can locate where they live on a map. Then give pre-assessment.

5-10 Minutes II. Discussion (in English or Spanish)- What is the name of your town? - Spell out name of town and write it on the white board

10 Minutes III. Show State Map & Introduce New Vocabulary - Explain letter and number system of the grid “cuadrado” - Explain how all the towns are written alphabetically - Have the student look for their town - Teach the four directions

10 Minutes IV. Practice Exercise- Tape map on the wall - Have student give you the name of a town from the index and demonstrate how to locate it on the map - Have student locate several towns from the index

New Vocabulary Map - Mapa Grid - Cuadrado Town - Pueblo Neighborhood - Colonia/Barrio County - Condado State - Estado Index - índice Address - Dirección Miles - Millas Distance - Distancia Highway - Carretera Directions - Direcciones North - Norte South - Sur East - Este West - Oeste

10-15 Minutes V. Give Post-Assessment

VI. Conduct Skills Assessment Below-Give student 3 names of towns in the state (including their current town) on an index card and have them locate the town with a pin or a dot -Using the assessment grid below rate on a scale of 1-4 the students attainment of the skill

End of lesson Recommendation At the end of lesson designate a place to store the map

Enhancement Activities/Materials 1) Teacher can detail all of the information a map can offer

a. Mileage tables (converting miles to kilometers)b. Estimate distances between locations using map scalec. How to use a compassd. Using the legend to identify road categoriese. Compare / contrast other mapsf. Oceans, gulf, rivers, lakesg. Population density and city pull-outs for more

detailed directionsh. Border states and countries

2) Using a Unites States Map teacher can encourage thestudent to talk and show his/her journey until reachingVermont.

3) Using a map of student’s native country, complete thesame activity.

4) Introduce a world map and teach the seven continents.5) Download Google earth and other map apps on student’s

phone and introduce student to how easy it is to get frompoint A to point B.


1 2 3 4

Student is unable to do task

Student is able to locate town with prompts from teacher

Student is able to successfully locate towns without assistance

Student is able to locate towns and is able to explain how maps work

ReadingaMap

Pre‐Assessment


Date: ____________________________

Name: ____________________________


1. What information can readinga map tell you?

a. distance between townsb. location of a townc. highway namesd. directions to a locatione. all of the above

2. A map index is always inalphabetical order.

True False

3. A map grid (cuadrado) is readusing which of the following?

a. number/numberb. letter/numberc. letter/letterd. color/number

4. What are the four directionson a map?

a. earth/wind/fire/airb. north/south/east/westc. northeast/southeast/northwest/southwestd. up/down/left/right

5. Can you find a city on a map? Yes No


ConocimientoBásicoSobreMapas

Pre‐Evaluación


Fecha: ____________________________

Nombre: ____________________________


1. ¿Qué información puedes obtener deun mapa?

a. distancia entre poblacionesb. localización de un pobladoc. nombres de carreterasd. formas de llegar a un lugare. todos los anteriores

2. El índice de un mapa siempre está enorden alfabético.

Verdadero Falso

3. La cuadrícula de un mapa se leeutilizando cuál de las siguientesopciones?

a. número/númerob. letra/númeroc. letra/letrad. color/número

4. ¿Cuáles son los cuatro puntoscardinales de un mapa?

a. tierra/viento/fuego/aireb. norte/sur/este/oestec. noreste/sureste/noroeste/suroested. arriba/abajo/izquierda/derecha

5. ¿Se puede localizar una ciudad en elmapa?

Verdadero Falso


ReadingaMap

Post‐Assessment


Date: ____________________________

Name: ____________________________


1. What information can readinga map tell you?

a. distance between townsb. location of a townc. highway namesd. directions to a locatione. all of the above

2. A map index is always inalphabetical order.

True False

3. A map grid (cuadrado) is readusing which of the following?

a. number/numberb. letter/numberc. letter/letterd. color/number

4. What are the four directionson a map?

a. earth/wind/fire/airb. north/south/east/westc. northeast/southeast/northwest/southwestd. up/down/left/right

5. Can you find a city on a map? Yes No

Describe a map grid and how it works. (not scored) __________________

_____________________________________________________________

_____________________________________________________________

________________________ Total Correct:_______

ConocimientoBásicoSobreMapas

Post‐Evaluación


Fecha: ____________________________

Nombre: ____________________________


1. ¿Qué información puedes obtener deun mapa?

a. distancia entre poblacionesb. localización de un pobladoc. nombres de carreterasd. formas de llegar a un lugare. todos los anteriores

2. El índice de un mapa siempre está enorden alfabético.

Verdadero Falso

3. La cuadrícula de un mapa se leeutilizando cuál de las siguientesopciones?

a. número/númerob. letra/númeroc. letra/letrad. color/número

4. ¿Cuáles son los cuatro puntoscardinales de un mapa?

a. tierra/viento/fuego/aireb. norte/sur/este/oestec. noreste/sureste/noroeste/suroested. arriba/abajo/izquierda/derecha

5. ¿ Se puede localizar una ciudad en elmapa?

Verdadero Falso

Describe la cuadrícula de un mapa y cómo funciona. (no calificar)

_____________________________________________________________

_____________________________________________________________

_____________________________________________________________


VermontFocus LessonsPre/Post‐AssessmentAnswerKeys


Pre and Post-Assessments are identical except that the post-assessment includes a final, open-

ended question that is not scored.

Lesson Title Question #

1 2 3 4 5

Basic Calendar Skills /

Conocimiento Básico del Calendario

c b d True

Verdadero c

Basic Map Skills /

Conocimiento Básico Sobre Mapas

e True

Verdadero b b

True Verdadero

Filling out a Form /

Llenado de Formularios d

False

Falso d No

Yes Sí

Giving Directions /


False

Falso d

True Verdadero

No b

Leaving a Voicemail /

DejandoUnMensajedeVoz b No d

Yes Sí

d

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