Integrating Career Awareness into the ABE/ESOL Classroom - SABES

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L e s s o n 1 Reality Checking Learning Objective To help students make a good match between a desired occupation and their basic skills Materials Needed World-of-Work Map website at www.act.org/wwm/index.html, student test scores, and/or samples of students’ math and reading skills from the class Vocabulary “making a match,” basic skills, skill level, data, occupational profile, majors, programs of study, applied technology, applied mathematics, teamwork SCANS Competencies Information: Acquire and evaluate information; Interpret and communicate information Thinking Skills: Decision making Instructions for Conducting the Activity Part of the career planning process is continually doing a “reality check” between an occupation in which a student is interested and the student’s basic skills in math and reading. In Section III, Lesson 1, students had an opportunity to look at career exploration websites. In this lesson, students will use the World-of-Work Map, to look more closely at the match between their skills and an occupation. Ask students to identify the 2–3 occupations that best fit their interests and needs based on previous occupational exploration activities they have done. Then ask students to choose a sample of: • Their best math work completed in the classroom • Their best writing work completed in the classroom • A reading passage that best reflects their most comfortable reading level Now, there are two ways to continue this lesson. 1. Students can go to the World-of-Work Map website. Each student looks up their three occupations. For each occupation, students look at the skill levels chart to identify the math, reading, and writing skills needed for each occupation. The student can then compare his/her classroom samples to those listed. 2. Another way to approach the lesson is for you to print out examples from the World-of-Work Map website of 3–4 levels of the math, reading, and writing skills. You can start with one skill, such as math, and distribute samples to the students. Review the skill level standards with the students. Then each student can identify the level they think best matches their current skills. The second part of the lesson for another day would be to have the students then look up occupations on the website and compare their skill levels to what the occupation requires. Extension Activity You can develop activities in the class to help students measure their skill level in other skill areas noted for the occupational profiles on the World-of-Work Map. The other skill areas include listening, locating information, observation, teamwork, and applied technology. Integrating Career Awareness into the ABE & ESOL Classroom | Section IV, Lesson 1: Reality Checking | 98
L e s s o n 2 What Do I Need to Earn? Learning Objective To engage students in building a monthly budget by identifying household budget items and estimating monthly expenses Materials Needed handout: “Self-Sufficiency Standard Worksheet,” data from state family economic self-sufficiency standards found at Wider Opportunities for Women, www.wowonline.org Vocabulary estimated, budget, self-sufficiency, minimum wage, earned income tax credit SCANS Competencies Basic Skills: Arithmetic/Mathematic Thinking Skills: Decision making; Reasoning Instructions for Conducting the Activity The goal of this lesson is to increase economic literacy and the relationship between wages, career choice and selfsufficiency. This lesson can be done as a large group brainstorm or a small group activity. Many states have developed Family Economic Self-Sufficiency (FESS) standards. To find out what your state has, visit the website of Wider Opportunities for Women at www.wowonline.org. In many states, the Family Economic Self-Sufficiency standards are available by county and/or city. Before this lesson, the teacher needs to decide which data to use for the lesson. Make copies for the students of the data set you will be using in the classroom. If your state has not developed FESS standards, check with your state or local government to see if they have data that can be used as estimates for each of the categories on the worksheet Distribute the “Self-Sufficiency Standards Worksheet.” Have students complete the first column with their families’ budgets. Then distribute copies of the data for the county and/or city the teacher is using for the class. Using the data, have students identify their own family-type. Then transfer that monthly budget information to the second column of their “Self-Sufficiency Standards Worksheet.” After students complete their charts, ask them to look at some of their career preferences and the wages for those careers. The class may need to revisit the information from Section IV, Lesson 1 of this curriculum. Lead a discussion using these guiding questions: • Do any of the jobs you are interested in pay enough to support the FESS budget? • What type of jobs might pay enough? What kind of education and/or training do they require? • What is the cost of attending school or training? • What does this mean for the career you choose? Integrating Career Awareness into the ABE & ESOL Classroom | Section IV, Lesson 2: What Do I Need to Earn? | 99
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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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Page 58 and 59: L e s s o n 1 0 Identifying Job Val
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Page 66 and 67: Have students put their names and d
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Page 110 and 111: SMART Goal Worksheet Today’s Date
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L e s s o n 1 4 Navigating College:
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Student Services/Resources 1. What
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L e s s o n 1 6 Navigating College:
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Campus Scavenger Hunt Directions:
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Where do students go for help with
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College Success Skills: An online s
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Then ask each student to write down
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Writing Tips • You can write to r
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• Health insurance (some professi
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Needs Versus Wants Worksheet List s
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Spending Diary - Daily Date: ______
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L e s s o n 2 2 Creating a Spending
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Identifying Your Income Monthly Inc
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1. If you think of savings as a reg
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Manage Your Credit Reports The firs
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• Find a CNA program • Call a t
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PART II - Occupational Exploration
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Every long term goal is made up of
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Sample ABE Lesson Planning Template
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Sample ESOL Lesson Planning Templat
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Lesson Planning Template for Teache
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Thinking Skills: Thinks creatively,
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SECTION I continued Lesson 5 ESOL
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SECTION II continued Lesson 7 ESOL
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SECTION III continued Lesson 2 ESOL
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SECTION IV continued Lesson 3 ESOL
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and El Paso School District builds
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Iowa Department of Public Instructi
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Sonbuchner, Gail Murphy. Help Yours
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Integrating Career Awareness into the ABE/ESOL Classroom - SABES

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