Integrating Career Awareness into the ABE/ESOL Classroom - SABES

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Writing Tips • You can write to request and confirm information, to present facts, or to express your opinion. • Keep it short and simple under two pages if possible. • Keep your message positive. • You may hand-write the letter if you do not have access to a typewriter or computer, but make it readable. Audio tapes are also acceptable. • Be clear about what you want. Be specific and to the point. • Send copies of your letter to agency supervisors, advocacy groups, or others you want to inform. Put "cc" (copies circulated) at the bottom of the letter with a list of those to whom you are sending copies. • Keep a copy for your records. This documentation will be useful if you need to follow up. Student Bill of Rights & Responsibilities 1. You have the right to have questions. 2. You have the right to have those questions answered for your context. 3. You have the right to be reminded of the answers a couple of times. 4. You have the right to have the basis for important answers in writing. 5. You have the responsibility to identify, as closely as possible, what the problem is. 6. You have the responsibility to consider the answer(s) you’ve received. Adapted from the College Transition Toolkit, National College Transition Network (NCTN) www.collegetransition.org. Don’t Take No for an Answer • Section IV: Career Planning Skills, Lesson 18 • Page 2 Integrating Career Awareness into the ABE & ESOL Classroom | Section IV, Lesson 18: Self-Advocacy for College Survival | 162
L e s s o n 1 9 Financial Aid Resources Learning Objective To help students learn about options for paying for further education Materials Needed TERI handouts from www.tericollegeplanning.org Vocabulary financial aid, loans, grants, scholarships, work-study SCANS Competencies Basic Skills: Reading Thinking Skills: Decision making; Reasoning Instructions for Conducting the Activity Explain that when making career choices, you need to identify what additional education and/or training you may need and how you will pay for it. Students need to be able to balance education, work, and other responsibilities. Note that there are many options for how students integrate further education into their lives. Brainstorm with students the variations of going to school and working. Ask students to think about how they or their friends and relatives have juggled going to school with other responsibilities. The list should include: • Going to school full-time and not working • Going to school full-time and working part-time • Going to school part-time and working full-time • Going to school part-time and working part-time Ask them what they might need to consider when making these decisions. The list might include: • How supportive and flexible is your employer? • Can family and friends help take on some of your responsibilities to give you time to do this? • What financial resources do you have? Income? Savings? • What extra or different childcare arrangements might you have to make? Explain that it is important to know what expenses you will have if you pursue higher education so that you can plan your budget. Ask students to brainstorm a list of expenses. The list should include: • Tuition and fees • Books • Supplies (calculator, notebooks, etc.) • Transportation • Computer or computer access • Uniforms (if your education or training program requires it) Integrating Career Awareness into the ABE & ESOL Classroom | Section IV, Lesson 19: Financial Aid Resources | 163
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Integrating Career Awareness into t
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Lesson 12 Part 1: Putting It All To
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Handouts All of the handouts are li
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Foreword It has been well-establish
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How to Use This Guide Who is this G
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Lessons from the Field Since the fi
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L e s s o n 1 Icebreaker: Who Did W
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L e s s o n 2 Looking at How We Get
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Name and Country Job How People Get
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• Having a positive attitude •
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In this lesson, the students are go
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Extension Activity Ask the students
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L e s s o n 1 The Career Planning P
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Occupational Exploration looks at:
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L e s s o n 2 Identifying Hopes and
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L e s s o n 3 Introduction to Goal
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Student Goal Scenarios 1. Farouk mo
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L e s s o n 4 We All Have Transfera
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Reading Guide for “Jesusita Novar
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L e s s o n 5 , p a r t 1 Making a
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Life Line Presentation Guide Identi
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Things I Have Done Working With Peo
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L e s s o n 6 Things I Like Learnin
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L e s s o n 7 Identifying Skills Le
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Creative/Artistic ___ artistic ___
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Think about and write down in the c
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L e s s o n 9 Skills Auction Learni
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L e s s o n 1 0 Identifying Job Val
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Job Values Inventory This exercise
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L e s s o n 1 1 Prioritizing Job Va
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Job Values Inventory Summary List y
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Have students put their names and d
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Section III Occupational Exploratio
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Day of Activity: Students can do th
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• What is the best school for ___
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Career Exploration on the Internet
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9. Future Advancement What are the
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L e s s o n 2 Labor Market Trends a
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L e s s o n 3 Informational Intervi
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Why? Informational Interview Guide
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Informational Interview Log Name of
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Brainstorm a list of questions that
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L e s s o n 5 Career Ladders Learni
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L e s s o n 6 Workers’ Rights: La
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Workers’ Rights Vocabulary favori
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Labor Unions Purpose: A union is an
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L e s s o n 1 Reality Checking Lear
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Extension Activity Have students ex
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L e s s o n 3 Overcoming Obstacles
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L e s s o n 4 Different Types of De
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L e s s o n 5 Setting Goals Learnin
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• You need to practice setting go
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SMART Goal Worksheet Today’s Date
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Page 180 and 181: PART II - Occupational Exploration
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Page 184 and 185: Sample ABE Lesson Planning Template
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Page 192 and 193: SECTION I continued Lesson 5 ESOL
Page 194 and 195: SECTION II continued Lesson 7 ESOL
Page 196 and 197: SECTION III continued Lesson 2 ESOL
Page 198 and 199: SECTION IV continued Lesson 3 ESOL
Page 204 and 205: and El Paso School District builds
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Page 208: Sonbuchner, Gail Murphy. Help Yours
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Integrating Career Awareness into the ABE/ESOL Classroom - SABES

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