MLC Intermediate CASAS-Aligned Curriculum

Unit: Finding a Job: Week 3 of 3 Unit Overview This is a 12-lesson unit in which students will practice identifying and interpreting information related to finding a job. Each lesson is intended to last approximately 1 hour. Activity times will depend partly on class ability range; in a multi-level class, cutting or adjusting activities may be necessary. Daily lessons and activities build on each other, but some activities can also be used independently. Activities are designed to build CASAS-aligned life skill goals using recurring language and test strategy objectives. Unit Life Skill Goals:

Week 1: LWBAT interpret job ads

Week 2: LWBAT interpret job applications and understand letters of recommendation

Week 3: LWBAT interpret benefit and pay stub information

Recurring Curricular Objectives Language:

LWBAT read for general comprehension

LWBAT ask and respond to wh- and do-verb questions about text, semi-authentic and authentic materials

LWBAT use and understand key vocabulary in semi-authentic and functional contexts

LWBAT use and understand key language structures in semi-authentic and functional contexts

LWBAT communicate key information in a functional context

Test strategies:

LWBAT use process of elimination

LWBAT identify key words and synonyms in questions and in text

LWBAT skim and scan for key information in text, semi-authentic and authentic materials

Additional Materials

ESL Library.com, Living in English: Employment, p.8

Level One Forms and Resources: Essential Skills for the Workplace pp.24-25

Level One Forms and Resources: Essential Skills for the Workplace p.33

Level One Forms and Resources: Essential Skills for the Workplace p.38-39

Living in English: Employment, pp.9-10

Living in English: Employment, p.11

MLC Volunteer Tutor Manual Vocabulary Bingo pp.54-55

Reading for Life 2-1

Reading for Life 2-2

Reading for Life 2-3

Reading for Life 2-4

● Reading for Life 6-7 to 6-8

● Reading for life 6-13

● Reading for Life 6-14

● Reading for life 6-15

Zero Prep 6.10 Two-In-One Vocabulary Review

Zero Prep Activity 6.4 Words on a Chain Realia

Photocopied classified ad section of a newspaper

Unit: Finding a Job

Monday Week 3 of 3

Lesson Objectives: Materials

Week 3 Goal: LWBAT interpret benefit and pay stub information Objectives

LWBAT read for general comprehension

● LWBAT use and understand key vocabulary in semi-authentic contexts

At the end of this lesson

● Protocol – Warm Up and Introduction

● Protocol_Reading_comprehension

● Protocol_Vocab_builder_1

● General Doc 1 - Vocabulary graphic organizer

Additional materials

● Level One Forms and Resources: Essential Skills for the Workplace p.33

Suggested Tasks & Activities

Day 8-Activity 1: Write what you remember (40 min)

Warm-up & context building: Use Protocol – Warm Up and Introduction. Suggested question: “What are job benefits? Do you know anyone who gets benefits with a job?”

Read for general comprehension: Use Protocol_Reading_comprehension with Level One Forms and Resources: Essential Skills for the Workplace p.33

Day 8-Activity 2: Vocabulary (20 min)

Use Protocol_Vocab_builder_1 with Level One Forms and Resources: Essential Skills for the Workplace p.33; use General Doc 1 - Vocabulary graphic organizer if time

Warm-Up and Introduction

Objective

Activate what learners already know about the content or theme for the lesson

Teacher prep notes:

For this activity, you will need to familiarize with the theme of the lesson and create a general

conversational question. Use open-ended “Wh” questions or “Tell me about…” rather than a yes/no

question.

Activity description

Step 1: Pair work

In pairs, learners ask and answer a general question related to the lesson theme or topic.

Step 2: Group share Two or three learners share with whole class.

Step 3: Feedback/Introduction: Reflect back what learners said, especially content that is related to the

upcoming lesson. Then introduce the topic or objective for the lesson.

Reading Comprehension

Objective

LWBAT demonstrate understanding of materials read

Step 1: Introduce context Use the images or titles in the text to elicit from learners, “What do you

think this will be about? What do you think you’ll read?”.

Step 2: Independent reading with repetition Learners read a selection on their own. Additional

guidelines might include reading more than once, reading with a partner (alternating sentences) or

reaching chorally.

Step 3: Group comprehension checking Instructor creates general comprehension questions and

elicits answers from learners to gauge understanding. Work more closely with learners who do not

demonstrate understanding.

Step 4: Independent comprehension activity Learners independently respond to the questions in

the text. Circulate at this time to assist any learners having difficulty.

Step 5: Paired comprehension check Learners check answers with a partner.

Step 6: Group comprehension check Instructor calls on learners for answers and explains incorrect

answers.

Extension – Checking Questions In pairs, learners ask and answer:

1. What was easy for you? Why? 2. What was difficult? Why? 3. Tell me one thing you learned.

As a whole group, two or three learners share one thing they learned.

Vocabulary Builder 1

Objectives

LWBAT guess word meaning from context

LWBAT use and understand target vocabulary

Teacher prep notes:

This lesson can be adjusted for time by increasing or decreasing the number of vocabulary words

covered and by whether or not Step 5 is included.

Step 1: Pair work - Learners ask and answer, “What words do you need to learn?”

Step 2: Whole class - Instructor elicits vocabulary words and writes them on the board. Refer to lesson

plan for target vocabulary words and include them if they haven’t been elicited.

Step 3: Pair or small group work – guessing meaning from context:

Learners ask and answer,

“What do you think this work might mean? Why do you think that?”

This may require extra modeling if it is not yet an established routine.

Step 4: Whole class - Instructor elicits guesses from each pair or small group and confirms or clarifies

word meanings.

Definition or Pictures

Sentence(s)

Example(s)

Unit: Finding a Job

Tuesday Week 3 of 3

Lesson Objectives: Materials

Week 3 Goal: LWBAT interpret benefit and pay stub information Objectives

LWBAT read for general comprehension

● LWBAT use and understand key vocabulary in semi-authentic contexts

At the end of this lesson

● Protocol – Warm Up and Introduction

● Protocol_Reading_comprehension Additional materials

● Level One Forms and Resources: Essential Skills for the Workplace p.38-39

● MLC Volunteer Tutor Manual Vocabulary Bingo

Suggested Tasks & Activities

Day 10-Activity 1: Write what you remember (40 min)

Warm-up & context building: Use Protocol – Warm Up and Introduction. Suggested question: “What are medical benefits? Do you know anyone who gets benefits with a job?”

Read for general comprehension: Use Protocol_Reading_comprehension with Level One Forms and Resources: Essential Skills for the Workplace p.38-39

Day 10-Activity 2: Vocabulary (20 min)

Use MLC Volunteer Tutor Manual Vocabulary Bingo, p.54 with vocabulary from Level One Forms and Resources: Essential Skills for the Workplace p.38-39

Warm-Up and Introduction

Objective

Activate what learners already know about the content or theme for the lesson

Teacher prep notes:

For this activity, you will need to familiarize with the theme of the lesson and create a general

conversational question. Use open-ended “Wh” questions or “Tell me about…” rather than a yes/no

question.

Activity description

Step 1: Pair work

In pairs, learners ask and answer a general question related to the lesson theme or topic.

Step 2: Group share Two or three learners share with whole class.

Step 3: Feedback/Introduction: Reflect back what learners said, especially content that is related to the

upcoming lesson. Then introduce the topic or objective for the lesson.

Reading Comprehension

Objective

LWBAT demonstrate understanding of materials read

Step 1: Introduce context Use the images or titles in the text to elicit from learners, “What do you

think this will be about? What do you think you’ll read?”.

Step 2: Independent reading with repetition Learners read a selection on their own. Additional

guidelines might include reading more than once, reading with a partner (alternating sentences) or

reaching chorally.

Step 3: Group comprehension checking Instructor creates general comprehension questions and

elicits answers from learners to gauge understanding. Work more closely with learners who do not

demonstrate understanding.

Step 4: Independent comprehension activity Learners independently respond to the questions in

the text. Circulate at this time to assist any learners having difficulty.

Step 5: Paired comprehension check Learners check answers with a partner.

Step 6: Group comprehension check Instructor calls on learners for answers and explains incorrect

answers.

Extension – Checking Questions In pairs, learners ask and answer:

1. What was easy for you? Why? 2. What was difficult? Why? 3. Tell me one thing you learned.

As a whole group, two or three learners share one thing they learned.

Unit: Finding a Job

Wednesday Week 3 of 3

Lesson Objectives: Materials

Week 3 Goal: LWBAT interpret benefit and pay stub information Objectives

LWBAT read for general comprehension

● LWBAT use and understand key vocabulary in semi-authentic contexts

At the end of this lesson

● Protocol – Warm Up and Introduction

● Protocol_Reading_comprehension

● Protocol_Vocab_builder_1

● General Doc 1 - Vocabulary graphic organizer

Additional materials

● Level One Forms and Resources: Essential Skills for the Workplace pp.24-25

Suggested Tasks & Activities

Day 11-Activity 1: Write what you remember (40 min)

Warm-up & context building: Use Protocol – Warm Up and Introduction. Suggested question: “What kind of information in on a pay stub?”

Read for general comprehension: Use Protocol_Reading_comprehension with Level One Forms and Resources: Essential Skills for the Workplace pp.24-25

Day 11-Activity 2: Vocabulary (20 min)

● Use Protocol_Vocab_builder_1with vocabulary from Level One Forms and Resources: Essential Skills for the Workplace p.24-25; use General Doc 1 - Vocabulary graphic organizer if time

Warm-Up and Introduction

Objective

Activate what learners already know about the content or theme for the lesson

Teacher prep notes:

For this activity, you will need to familiarize with the theme of the lesson and create a general

conversational question. Use open-ended “Wh” questions or “Tell me about…” rather than a yes/no

question.

Activity description

Step 1: Pair work

In pairs, learners ask and answer a general question related to the lesson theme or topic.

Step 2: Group share Two or three learners share with whole class.

Step 3: Feedback/Introduction: Reflect back what learners said, especially content that is related to the

upcoming lesson. Then introduce the topic or objective for the lesson.

Reading Comprehension

Objective

LWBAT demonstrate understanding of materials read

Step 1: Introduce context Use the images or titles in the text to elicit from learners, “What do you

think this will be about? What do you think you’ll read?”.

Step 2: Independent reading with repetition Learners read a selection on their own. Additional

guidelines might include reading more than once, reading with a partner (alternating sentences) or

reaching chorally.

Step 3: Group comprehension checking Instructor creates general comprehension questions and

elicits answers from learners to gauge understanding. Work more closely with learners who do not

demonstrate understanding.

Step 4: Independent comprehension activity Learners independently respond to the questions in

the text. Circulate at this time to assist any learners having difficulty.

Step 5: Paired comprehension check Learners check answers with a partner.

Step 6: Group comprehension check Instructor calls on learners for answers and explains incorrect

answers.

Extension – Checking Questions In pairs, learners ask and answer:

1. What was easy for you? Why? 2. What was difficult? Why? 3. Tell me one thing you learned.

As a whole group, two or three learners share one thing they learned.

Vocabulary Builder 1

Objectives

LWBAT guess word meaning from context

LWBAT use and understand target vocabulary

Teacher prep notes:

This lesson can be adjusted for time by increasing or decreasing the number of vocabulary words

covered and by whether or not Step 5 is included.

Step 1: Pair work - Learners ask and answer, “What words do you need to learn?”

Step 2: Whole class - Instructor elicits vocabulary words and writes them on the board. Refer to lesson

plan for target vocabulary words and include them if they haven’t been elicited.

Step 3: Pair or small group work – guessing meaning from context:

Learners ask and answer,

“What do you think this work might mean? Why do you think that?”

This may require extra modeling if it is not yet an established routine.

Step 4: Whole class - Instructor elicits guesses from each pair or small group and confirms or clarifies

word meanings.

Definition or Pictures

Sentence(s)

Example(s)

Unit: Finding a Job

Thursday Week 3 of 3

Lesson Objectives: Materials

Week 3 Goal: LWBAT interpret benefit and pay stub information Objectives

LWBAT communicate key information in a functional context

● LWBAT ask and respond to wh- and do-verb questions about text

● LWBAT use and understand key vocabulary and structures in semi-authentic contexts

Protocols

● Protocol – Warm Up and Introduction

● Protocol_Wh-questions

● Protocol_Using_textbook_activities

● Finding a Job.7 Additional materials

● Reading for life 6-13

● MLC Volunteer Tutor Manual Dialog p. 62

Suggested Tasks & Activities

Day 12-Activity 1: Write what you remember (20 min)

Warm-up & context building: Use Protocol – Warm Up and Introduction. Suggested question: “What do you remember about benefits, medical benefits and pay stubs?

Dialog: Use MLC Volunteer Tutor Manual Dialog p. 62 with Finding a Job.7

Day 12-Activity 2: Language Structure (20 min)

Review dialog: Use Protocol_Wh-questions with Finding a Job.7 Learners construct, ask and answer questions about the dialog.

Day 12-Activity 3: Keywords, skimming & scanning (20 min)

Use Protocol_Using_textbook_activities with Reading for life 6-13.

Warm-Up and Introduction

Objective

Activate what learners already know about the content or theme for the lesson

Teacher prep notes:

For this activity, you will need to familiarize with the theme of the lesson and create a general

conversational question. Use open-ended “Wh” questions or “Tell me about…” rather than a yes/no

question.

Activity description

Step 1: Pair work

In pairs, learners ask and answer a general question related to the lesson theme or topic.

Step 2: Group share Two or three learners share with whole class.

Step 3: Feedback/Introduction: Reflect back what learners said, especially content that is related to the

upcoming lesson. Then introduce the topic or objective for the lesson.

Wh Questions

Objectives

LWBAT distinguish between the wh-question words to increase accuracy and fluency in asking and

responding to questions

Notes to the teacher

The focus of the questions in this activity can be to review material in a previous lesson, to use content

or themes currently being studied, or general conversation.

Language structure notes

It may be necessary to review wh-question words and question construction:

Wh-word + do-verb + subject + more information…

Ex: Where do you go after school?

Why does she go to bed early every evening?

When did you move to Minnesota?

Who did you see yesterday?

Wh-word + be-verb + subject (+ more information…)

Ex: Where is Maria?

What is this?

When is break today?

Who were those people?

ACTIVITY DESCRIPTION

Step 1: Question writing. On a piece of paper or index card, learners write 2 or more wh-questions about the story on a piece of paper.

Step 2: Paired speaking: Learners ask and answer their questions with a partner (orally). As they wind down, have them switch to work with another partner if time.

Step 3: Group share: Two learners share something they learned from a partner.

Textbook Activities

Objectives

Textbook activity objectives typically include reading and/or listening for comprehension, using specific

language structures, and applying content and structures in semi-authentic or authentic practice.

Notes to teachers

The key to leading learner-centered, successful activities from a textbook is to keep learners active and

interactive throughout the stages of modeling, practice and checking for comprehension. The guidelines

below will help ensure that learners remain active and engaged. Adapt as appropriate for the materials

you are using.

LISTENING Comprehension

Step 1: Introduce context Elicit predictions from learners about what they might hear in the

recording (using activity title or photos)

Optional Step: Learners listen for gist.

In pairs, learners ask and answer

“What did you hear? What is this about?”

Optional Step: Learners listen for specific information. For this, you need to determine what kind of

information is most important for the objectives of the activity.

In pairs, learners ask and answer

“What did you hear? What is this about?”

Step 2: Independent listening Learners listen one or more times to the recording to answer the

questions in the text.

Step 3: Pair checking Learners check answers with a partner.

Step 4: Group comprehension checking Instructor elicits answers from learners and explains

incorrect answers. This can also be done while listening to and pausing the recording.

READING Comprehension

Step 1: Introduce context Use the images or titles in the text to elicit from learners, “What do you

think this will be about? What do you think you’ll read?”.

Step 2: Independent reading with repetition Learners read a selection on their own. Additional

guidelines might include reading more than once, reading with a partner (alternating sentences) or

reaching chorally.

Step 3: Group comprehension checking Instructor creates general comprehension questions and

elicits answers from learners to gauge understanding. Work more closely with learners who do not

demonstrate understanding.

Step 4: Independent comprehension activity Learners independently respond to the questions in

the text. Circulate at this time to assist any learners having difficulty.

Step 5: Paired comprehension check Learners check answers with a partner.

Step 6: Group comprehension check Instructor calls on learners for answers and explains incorrect

answers.

Optional step: Follow up with an additional interactive comprehension check using

Protocols_comprehension_checks.

Finding a job.7

Calling for Free Legal Aid

Human Resources Rep: Welcome to Cub Foods. We’re happy to have you on board.

New Employee: Thanks. I have a few questions about my pay stub.

Human Resources Rep: Okay. What would you like to know?

New Employee: I made $480 on my check but I only got paid $392. Why is that?

Human Resources Rep: Well, $480 is your gross pay. That’s the amount you make before your deductions. Your

net pay is $392. That’s the amount you make after deductions.

New Employee: What are deductions?

Human Resources Rep: Your deductions include federal and state tax, FICA, Medicare, and Insurance. Your

monthly insurance is $25.00.

New Employee: Oh. What is FICA? Why do I have to pay that?

Human Resources Rep: FICA is like another tax. It pays for social security.

New Employee: Okay, I understand. I will have to plan ahead for these deductions! Thanks for the information.