Basic Life Skills Lessons. with. Pre/Post Assessments

Transcripción

1 Basic Life Skills Lessons with Pre/Post Assessments

2 Basic Calendar Skills New Vocabulary Monday Lunes Tuesday Martes Wednesday Miércoles Thursday Jueves Friday Viernes Saturday Sábado Sunday Domingo Week Semana Weekend Fin de semana Learning Objectives: 1) Knowing how to use a calendar 2) Schedule daily / weekly appointments and/or classes 3) Track hours worked Additional Vocabulary January Enero February Febrero March Marzo April Abril May Mayo June Junio July Julio August Agosto September Septiembre October- Octubre vember viembre December Diciembre Day Día Month Mes Year Año Materials Needed: 1) One full-year calendar or a calendar app downloaded to student s smart phone 2) Calculator if student wants to track hours worked 3) Student s cellular phone or laptop with recording capabilities 4) White board and dry erase markers Language te: 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 te: 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 voic 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?

3 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 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 in order 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 the same in your country? 4) Work with students to write their typical work schedule on the calendar. Have them add in any classes, 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 Below Have 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 Student 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.

4 Basic Calendar Skills Pre Assessment Date: Name: 1. How many days are there in a week? a. 12 b. 5 c. 7 d. 10 Circle the correct answer. 2. Calendars can be used to track hours worked. True False 3. How many months are in a year? a. 10 b. 7 c. 2 d Calendars are used to schedule appointments and classes. True False 5. What are the days are in a weekend? a. Friday, Saturday b. Thursday, Friday c. Saturday, Sunday d. Monday, Tuesday e. none of the above Total Correct:

5 Conocimiento Básico del Calendario Pre Evaluación Fecha: mbre: 1. Cuántos días tiene una semana? a. 12 b. 5 c. 7 d. 10 Circula la respuesta correcta. 2. Se pueden usar los calendarios para anotar las horas laboradas? Falso 3. Cuántos meses tiene un año? a. 10 b. 7 c. 2 d Se usan los calendarios para programar citas y clases. Falso 5. Qué días están en el fin de semana? a. viernes, sábado b. jueves, viernes c. sábado, domingo d. lunes, martes e. ninguno de los anteriores Total de Aciertos:

6 Basic Calendar Skills Post Assessment Date: Name: 1. How many days are there in a week? a. 12 b. 5 c. 7 d. 10 Circle the correct answer. 2. Calendars can be used to track hours worked. True False 3. How many months are in a year? a. 10 b. 7 c. 2 d Calendars can be used to schedule appointments and classes. True False 5. What are the days are in a weekend? a. Friday, Saturday b. Thursday, Friday c. Saturday, Sunday d. Monday, Tuesday e. none of the above Write the seven days of the week in the correct order. (not scored) Total Correct:

7 Conocimiento Básico del Calendario Post Evaluación Fecha: mbre: 1. Cuántos días tiene una semana? a. 12 b. 5 c. 7 d. 10 Circula la respuesta correcta. 2. Se pueden usar los calendarios para anotar las horas laboradas? Falso 3. Cuántos meses tiene un año? a. 10 b. 7 c. 2 d Se usan los calendarios para programar citas y clases. Falso 5. Qué días están en un fin de semana? a. viernes, sábado b. jueves, viernes c. sábado, domingo d. lunes, martes e. ninguno de los anteriores Escribe el nombre de los siete días de la semana en el orden correcto. (no calificar) Total de Aciertos:

8 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 lesson 2) Other sample forms mentioned above when applicable 3) White board (or notebook) New Vocabulary: mbre First Name Apellido Last Name Dirección de la calle Street Address Ciudad City Estado State Código Postal Zip Code Fecha Date Cantidad Amount Número de Teléfono Phone Number Fecha de Nacimiento Birth Date 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 I. Give Pre-Assessment 5 Minutes II. Warm-up Discuss 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 Form a) 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 to become familiar with the form if they aren t already and gather the information they need to fill it out. b) Using the form as a reference, make a list together of new vocabulary on the white board (see vocabulary box above).

9 10 Minutes IV. Practice Vocabulary Using 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 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 on the board and students say phone number. Teacher writes López and students say Last name Minutes VI. Practice Forms a) Give students sample English-only forms to fill out using sample information (see sample information and form provided with this lesson). Use scrambled and/or regular form depending on level of difficulty your student needs. b) Practice and reinforce any vocabulary that students struggled with when filling out the form 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 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.

10 Regular Sample Form Date: First Name: Last Name: Street Address: City: State: Zip Code: Phone Number: Amount: Fecha: September 12, 2011 Sample Information mbre: Pilar Apellido: Rosas López Dirección de la calle: 1258 Town Farm Road Ciudad: Chelsea Estado: Vermont (VT) Código Postal: Número de Teléfono: Cantidad: $500 USD

11 Scrambled Sample Form Amount: Zip Code: Street Address: Date: Last Name: State: Phone Number: First Name: City: Fecha: January 23, 2011 Sample Information mbre: Eduardo Apellido: García de la Cruz Dirección de la calle: 565 Brook Road Ciudad: Braintree Estado: Vermont (VT) Código Postal: Número de Teléfono: Cantidad: $350 USD

12 Filling Out a Form Pre Assessment Date: Name: Circle the correct answer. 1. When might you need to fill out a form? a. at the dentist or the doctor s office b. when you send money to your family or friends c. when you send a package or letter d. all of the above 2. Amount means the place you would like to send your money or package. True False 3. What information might you need when filling out a form? a. your first name and last name b. your current phone number and address c. your birth date d. all of the above 4. Is date of birth the same as today s date? Yes 5. Should you write down all of the information you will need and bring it with you to the store, post office or doctor s office? Yes Total Correct:

13 Llenado de Formularios Pre Evaluación Fecha: mbre: Circula la respuesta correcta. 1. En qué situaciones tendrías que llenar un formulario? a. en el consultorio médico b. cuando envías dinero c. cuando envías un paquete o una carta d. todos los anteriores 2. Cantidad significa el lugar a donde quieres enviar dinero o un paquete. Falso 3. Qué información podrías necesitar al llenar un formulario? a. tu nombre y apellido b. tu número telefónico y dirección actual c. tu fecha de nacimiento d. todos los anteriores 4. La fecha de nacimiento significa lo mismo que la fecha del día de hoy? Sí 5. Debes anotar toda la información que necesitas y llevarla contigo a la tienda, oficina postal o consultorio médico? Sí Total de Aciertos:

14 Filling Out a Form Post Assessment Date: Name: Circle the correct answer. 1. When might you need to fill out a form? a. at the dentist or the doctor s office b. when you send money to your family or friends c. when you send a package or letter d. all of the above 2. Amount means the place you would like to send your money or package. True False 3. What information might you need when filling out a form? 4. Is date of birth the same as today s date? a. your first name and last name b. your current phone number and address c. your birth date d. all of the above Yes 5. Should you write down all of the information you will need and bring it with you to the store, post office or doctor s office? Yes Write your complete address including your first name, last name, street address or post office box, city, state, and zip code. Include your address. (not scored) Total Correct:

15 Llenado de Formularios Post Evaluación Fecha: mbre: Circula la respuesta correcta. 1. En qué situaciones tendrías que llenar un formulario? a. en el consultorio médico b. cuando envías dinero c. cuando envías un paquete o una carta d. todos los anteriores 2. Cantidad significa el lugar a donde quieres enviar dinero o un paquete. Falso 3. Qué información podrías necesitar al llenar un formulario? a. tu nombre y apellido b. tu número telefónico y dirección actual c. tu fecha de nacimiento d. todos los anteriores 4. La fecha de nacimiento significa lo mismo que la fecha del día de hoy? 5. Debes anotar toda la información que necesitas y llevarla contigo a la tienda, oficina postal o consultorio médico? Sí Sí 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) Total de Aciertos:

16 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 in Spanish describing the location of their residence Materials: 1) Art supplies (pencils, markers, paper) 2) Tacks or tape 3) Index cards with English vocabulary words from box, plus 6-8 blank cards. New Vocabulary work trabajo live vivo left izquierda right derecha straight derecho house casa trailer trailer barn apartment farm rancho/granja in front en frente behind detras 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 Minutes I. Give Pre-Assessment 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.) 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.

17 15-20 Minutes IV. Learn Physical Address and Farm Name a) Put the words from the new vocabulary box above on the white 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 and Spanish. Use index cards to reinforce vocabulary. c) Have students write the name of the farm and their address 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. Practice Have 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 Minutes VII. Give Post-Assessment VIII. Conduct Skills Assessment Below Ask 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, 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. Skills Assessment Rubric 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.

18 Knowing Where You Live Pre Assessment Date: Name: Circle the correct answer. 1. Your current address means the place where you were born. True False 2. When giving directions to where you live, what information may be helpful? a. the name of the farm where you work b. the color of your house or trailer c. your exact address d. all of the above 3. Can someone have two addresses, a mailing address and a physical address? Yes 4. Is giving directions is the same as telling someone your address? Yes 5. When you tell someone your address, what is important to include? a. the name of your employer b. street number, street name, town, state, and zip code c. your name and where you were born d. the number of people you live with and their names Total Correct:

19 Instrucciones Para Llegar a Un Sitio Pre Evaluación Fecha: mbre: Circula la respuesta correcta. 1. Tu dirección actual se refiere al lugar donde naciste. Falso 2. Cuando le indicas a alguien cómo llegar donde vives, qué información le sería de utilidad? a. nombre de la granja donde trabajas b. el color de tu casa o trailer c. tu dirección precisa d. todos los anteriores 3. Una persona puede tener dos direcciones, una para el correo postal y una dirección física (su domicilio)? 4. Indicar cómo encontrar direcciones, es lo mismo que dar tu dirección? Sí Falso 5. Cuando le dices a alguien tu dirección, qué es importante que menciones? a. nombre de tu patrón b. nombre de la calle y número, población, estado, y código postal c. tu nombre y dónde naciste d. número de personas con las que vives y sus nombres Total de Aciertos:

20 Knowing Where You Live Post Assessment Date: Name: Circle the correct answer 1. Your current address means the place where you were born. True False 2. When giving directions to where you live, what information may be helpful? a. the name of the farm where you work b. the color of your house or trailer c. your exact address d. all of the above 3. Can someone have two addresses, a mailing address and a physical address? Yes 4. Is giving directions is the same as telling someone your address? Yes 5. When you tell someone your address, what is important to include? a. the name of your employer b. street number, street name, town, state, and zip code c. your name and where you were born d. the number of people you live with and their names Write the directions to your home giving key landmarks: (not scored) Total Correct:

21 Instrucciones Para Llegar a Un Sitio Post Evaluación Fecha: mbre: Circula la respuesta correcta. 1. Tu dirección actual se refiere al lugar donde naciste. Falso 2. Cuando le indicas a alguien cómo llegar donde vives, qué información le sería de utilidad? a. nombre de la granja donde trabajas b. el color de tu casa o trailer c. tu dirección precisa d. todos los anteriores 3. Una persona puede tener dos direcciones, una para el correo postal y una dirección física (su domicilio)? 4. Indicar cómo encontrar direcciones, es lo mismo que dar tu dirección? Sí Falso 5. Cuando le dices a alguien tu a. nombre de tu patrón dirección, qué es importante que b. nombre de la calle y número, menciones? población, estado, y código postal c. tu nombre y dónde naciste d. número de personas con las que vives y sus nombres Escriba aca las instrucciones para llegar a su casa usando puntos de referencia claves. (no calificar) Total de Aciertos:

22 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 message 3) Understand how to listen to your messages and also how to delete messages so that you can receive new messages Materials: 1) Voice mail template included in this lesson 2) Student s cell phone or home phone 3) Teacher s cell phone 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 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: 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 Minutes I. Give Pre-Assessment 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 call Ability to clearly state name and spell last name in English (hint for teacher, 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? Minutes IV. Record out-going message and practice calling one another to leave a message using the template below.

23 10-15 Minutes VI. Give Post-Assessment 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. 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) When can they call you back? Any day after 5pm How can they reach you? You can call me at 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. Skills Assessment Rubric Student is unable to leave an understandable voice mail message or record an outgoing 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 outgoing 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

24 Leaving a Voic Message Pre Assessment Date: Name: Circle the correct answer. 1. If you call someone and they don t answer the phone, what should you do? a. Hang up the phone. Do not leave a message. b. Leave a complete message with your name, phone number, and a good time to 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 if you do not leave your phone number? Yes 3. What are the most important things to remember when leaving a voic message? a. clearly stating your full name b. a phone number for calling you back c. best time to reach you d. all of the above 4. Should you have all necessary information ready before you make a phone call? 5. Do you need to delete your messages in order to be able to receive more? Yes Yes Total Correct:

25 Dejando Un Mensaje de Voz Pre Evaluación Fecha: mbre: Circula la respuesta correcta. 1. Si llamas a alguien por teléfono y no contesta, qué puedes hacer? a. colgar y no dejar mensaje b. dejar mensaje en Inglés o en Español c. dejar un mensaje solo con tu nombre d. seguir llamando hasta que alguien conteste 2. Te pueden llamar más tarde si no dejas tu número telefónico? Sí 3. Qué es importante que recuerdes cuando dejas un mensaje de voz? a. decir claramente tu nombre completo b. dejar un número telefónico para que te regresen la llamada c. decir la mejor hora para localizarte d. todos los anteriores 4. Es importante tener a la mano toda la información que necesitarás antes de hacer una llamada? Sí 5. Se necesitan borrar mensajes para poder recibir más? Sí Total de Aciertos:

26 Leaving a Voic Message Post Assessment Date: Name: Circle the correct answer. 1. If you call someone and they don t answer the phone, what should you do? a. Hang up the phone. Do not leave a message. b. Leave a complete message with your name, phone number, and a good time to 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 if you do not leave your phone number? Yes 3. What are the most important things to remember when leaving a voice mail message? a. clearly stating your full name b. a phone number for calling you back c. best time to reach you d. all of the above 4. Should you have all necessary information ready before you make a phone call? 5. Do you need to delete your messages in order to be able to receive more? Yes Yes You are sick and cannot go to work. What information would you leave in a phone message to your boss? (not scored) Total Correct:

27 Dejando Un Mensaje de Voz Post Evaluación Fecha: mbre: Circula la respuesta correcta. 1. Si llamas a alguien por teléfono y no contesta, qué puedes hacer? a. colgar y no dejar mensaje b. dejar mensaje en inglés o en español c. dejar un mensaje solo con tu nombre d. seguir llamando hasta que alguien conteste 2. Te pueden llamar más tarde si no dejas tu número telefónico? Sí 3. Qué es importante que recuerdes cuando dejas un mensaje de voz? a. decir claramente tu nombre completo b. dejar un número telefónico para que te regresen la llamada c. decir la mejor hora para localizarte d. todos los anteriores 4. Es importante tener a la mano toda la información que necesitarás antes de hacer una llamada? Sí 5. Se necesitan borrar mensajes para poder recibir más? Sí 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:

28 Basic Map Skills Learning Objective: 1) Understanding the map grids 2) Finding a location Materials: 1) State map with an index 2) Pins/Dots 3) White board and marker 4) Index cards 5) Masking tape Enhancement Activity Materials: 1) Map of student s home country 2) USA Map 3) Compass 4) Enlarged Mileage Table 5) Map Apps (Google maps) 6) World Map! 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 rth - rte South - Sur East - Este West - Oeste 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: 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 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

29 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 scale c. How to use a compass d. Using the legend to identify road categories e. Compare / contrast other maps f. Oceans, gulf, rivers, lakes g. Population density and city pull-outs for more detailed directions h. Border states and countries 2) Using a Unites States Map teacher can encourage the student to talk and show his/her journey until reaching Vermont. 3) Using a map of student s native country, complete the same 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 from point A to point B. Skills Assessment Rubric 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

30 Reading a Map Pre Assessment Date: Name: Circle the correct answer. 1. What information can reading a map tell you? a. distance between towns b. location of a town c. highway names d. directions to a location e. all of the above 2. A map index is always in alphabetical order. True False 3. A map grid (cuadrado) is read using which of the following? a. number/number b. letter/number c. letter/letter d. color/number 4. What are the four directions on a map? a. earth/wind/fire/air b. north/south/east/west c. northeast/southeast/northwest/southwest d. up/down/left/right 5. Can you find a city on a map? Yes Total Correct:

31 Conocimiento Básico Sobre Mapas Pre Evaluación Fecha: mbre: Circula la respuesta correcta. 1. Qué información puedes obtener de un mapa? a. distancia entre poblaciones b. localización de un poblado c. nombres de carreteras d. formas de llegar a un lugar e. todos los anteriores 2. El índice de un mapa siempre está en orden alfabético. Falso 3. La cuadrícula de un mapa se lee utilizando cuál de las siguientes opciones? a. número/número b. letra/número c. letra/letra d. color/número 4. Cuáles son los cuatro puntos cardinales de un mapa? a. tierra/viento/fuego/aire b. norte/sur/este/oeste c. noreste/sureste/noroeste/suroeste d. arriba/abajo/izquierda/derecha 5. Se puede localizar una ciudad en el mapa? Falso Total de Aciertos:

32 Reading a Map Post Assessment Date: Name: Circle the correct answer. 1. What information can reading a map tell you? a. distance between towns b. location of a town c. highway names d. directions to a location e. all of the above 2. A map index is always in alphabetical order. True False 3. A map grid (cuadrado) is read using which of the following? a. number/number b. letter/number c. letter/letter d. color/number 4. What are the four directions on a map? a. earth/wind/fire/air b. north/south/east/west c. northeast/southeast/northwest/southwest d. up/down/left/right 5. Can you find a city on a map? Yes Describe a map grid and how it works. (not scored) Total Correct:

33 Conocimiento Básico Sobre Mapas Post Evaluación Fecha: mbre: Circula la respuesta correcta. 1. Qué información puedes obtener de un mapa? a. distancia entre poblaciones b. localización de un poblado c. nombres de carreteras d. formas de llegar a un lugar e. todos los anteriores 2. El índice de un mapa siempre está en orden alfabético. Falso 3. La cuadrícula de un mapa se lee utilizando cuál de las siguientes opciones? a. número/número b. letra/número c. letra/letra d. color/número 4. Cuáles son los cuatro puntos cardinales de un mapa? a. tierra/viento/fuego/aire b. norte/sur/este/oeste c. noreste/sureste/noroeste/suroeste d. arriba/abajo/izquierda/derecha 5. Se puede localizar una ciudad en el mapa? Falso Describe la cuadrícula de un mapa y cómo funciona. (no calificar) Total de Aciertos:

34 Vermont Focus Lessons Pre/Post Assessment Answer Keys Pre and Post-Assessments are identical except that the post-assessment includes a final, openended question that is not scored. Lesson Title Question # Basic Calendar Skills / Conocimiento Básico del Calendario c b d True c Basic Map Skills / Conocimiento Básico Sobre Mapas e True b b True Filling out a Form / Llenado de Formularios d False Falso d Yes Sí Giving Directions / Instrucciones Para Llegar a Un Sitio False Falso d True b Leaving a Voic / Dejando Un Mensaje de Voz b d Yes Sí d