1. Integrating Work Skills in the ELL Classroom at all Levels Presenters: Elizabeth Andress: ELL & ServSafe Instructor, EL Civics Grant Team Leader & Designer, Ronald Hubbs Center, St. Paul, MN (elizabeth.andress@spps.org) Lia Conklin: ELL Instructor/Team Leader, EL Civics Grant Coordinator & Designer, Ronald Hubbs Center, St. Paul, MN (lia.conklin@spps.org) EL Civics Grant materials available at: www.hubbs.spps.org/elcivics

2. Session Learning Goals Name: _______________________ Date: _____________________ Circle the picture that shows how you feel about each learning goal.  = Hard,  = So-so, = Easy Learning GoalsBefore UnitAfter Unit 1.Integrate work skills into class activities and routines.   2. Identify a variety of class activities and routines and how they build work skills.   3. Apply what I learned in this session to my class/program.  

3. Graph Key: __________________________ Human Bar Graph Template Bar Graph Template Graph Title: ____________________

4. Integrating Work Skills – Framework Work environment Topical unit  Learning format  Jobs content Language Routines Technology Workplace norms

5. Routines: Classroom jobs Sign in, sign out Monthly personal calendar Absence call Monday morning conversation

6. Small Group Discussion: Routines Each choose one routine to discuss: Have you done this in the past? Will you do it in the future? What value does it have? What challenges does it present?

7. Language Reinforce workplace language Be explicit about interactive language Establish language functions to reinforce  Requests & clarification  Interrupting & apologies  Opinions  Error correction  Gaining new vocabulary Post & refer to regularly

8. Small Group: Language Functions FunctionELL high-begYour levelWorkplace use RequestsCan I borrow your _? Excuse me, I need a _. ClarificationCan you repeat that, please? InterruptingExcuse me. ApologiesSorry. OpinionsI think… Correcting errors You need a T after the A. You forgot _. Gaining vocab. What does _ mean? How do you spell _?

9. Topical Units: Learning Format Reading graphs Reading charts Filling out forms Following multi-step instructions Completing individual tasks within a team

10. Small Group: Learning Format SkillMethodContentWork Tie-in reading graphs Human bar graph  create graph New bar graph with broader data What kind of housing do you live in? Simplified bar graph of type of housing people live in per census stats Read graphs re produc-tion, scrap, sales, etc. reading charts Teach rows and columns, finding data in “cells” of chart Average housing costs Rows = type of housing Columns = areas of metro area Read chart of employees and work assign-ments

11. Technology Make explicit work connections Use multiple types of technology needed in the workplace  Computer (e-mail, internet)  Calculator  Time clock  Phone (voicemail greetings/messages)  Other?

12. Workplace Norms Personal responsibility Accountability Evaluation Teamwork Tasks Routines Levels of formality Informal interaction

13. CASAS Competencies See example – Classroom jobs grid

14. Online Resources: www.hubbs.spps.org/elcivics Topical units Templates “Jobs” content for each topic  Relevant/current jobs with descriptions  Education/training needed  Salary  Learner preference survey questions & tools

15. Team Evaluation Instructions: Read each question. Circle your answer. Your Name:Date: 1. Did everyone participate? Yes Somewhat  No  2. Did you participate? Yes Somewhat  No  3. Did you learn how to build literacy skills for the workplace for your class/level? Yes Somewhat  No  4. Did your team do a good job? Yes Somewhat  No  5. Did you do a good job? Yes Somewhat  No 