DDCUMENT RESUME ED 363 143 FL 800 619 AUTHOR Grijalva, Osvaldo, Comp. TITLE Goal-Based Assessment. An Exploration Team Approach. INSTITUTION El Paso Community Coll., TX. Literacy Center. PUB DATE 14 Feb 91 NOTE 84p. PUB TYPE Reports Descriptive (141) Guides Classroom Use Teaching Guides (For Teacher) (052) Tests/Evaluation Instruments (160) EDRS PRICE MF01/PC04 Plus Postage. DESCRIPTORS *Adult Literacy; *Individualized Education Programs; Informal Assessment; *Literacy Education; Needs Assessment; Records (Forms); Student Evaluation; *Team Training IDENTIFIERS *Goal Based Evaluation; Goal Based Planning ABSTRACT The use of goal-based assessment in adult literacy programs is described as an alternative to traditional assessment procedures that do not adequately address needs of adult learners. An Exploration Team involves the adult learner in all four dimensions of literacy learning: practices, strategies and interests, perceptions, and goals. The Exploration Team compiles a learner portfolio of reading and writing samples and other information that can function as the primary source for selecting, analyzing, and synthesizing data for developing an educational plan for appropriate placement or referral. Once assigned to an Exploration Team, the adult learner spends a maximum of 24 hours over a 4-week period working in small groups. During this time, the student is encouraged to participate in and complete as many assignments as possible. An assessment form is included that serves as a guide to the range of participant literacy behaviors and skills. Most of this document contains guides and forms related to specific activities. (Contains 5 references.) (Adjunct ERIC Clearinghouse on Literacy Education) (LB) ********************************************************** * Reproductions supplied by EDRS are the best that can be made from the original document. *****************************;:**************************************
Transcript
DDCUMENT RESUME
ED 363 143 FL 800 619
AUTHOR Grijalva, Osvaldo, Comp.TITLE Goal-Based Assessment. An Exploration Team
Approach.INSTITUTION El Paso Community Coll., TX. Literacy Center.PUB DATE 14 Feb 91NOTE 84p.PUB TYPE Reports Descriptive (141) Guides Classroom Use
EDRS PRICE MF01/PC04 Plus Postage.DESCRIPTORS *Adult Literacy; *Individualized Education Programs;
Informal Assessment; *Literacy Education; NeedsAssessment; Records (Forms); Student Evaluation;*Team Training
IDENTIFIERS *Goal Based Evaluation; Goal Based Planning
ABSTRACT
The use of goal-based assessment in adult literacyprograms is described as an alternative to traditional assessmentprocedures that do not adequately address needs of adult learners. AnExploration Team involves the adult learner in all four dimensions ofliteracy learning: practices, strategies and interests, perceptions,and goals. The Exploration Team compiles a learner portfolio ofreading and writing samples and other information that can functionas the primary source for selecting, analyzing, and synthesizing datafor developing an educational plan for appropriate placement orreferral. Once assigned to an Exploration Team, the adult learnerspends a maximum of 24 hours over a 4-week period working in smallgroups. During this time, the student is encouraged to participate inand complete as many assignments as possible. An assessment form isincluded that serves as a guide to the range of participant literacybehaviors and skills. Most of this document contains guides and formsrelated to specific activities. (Contains 5 references.) (AdjunctERIC Clearinghouse on Literacy Education) (LB)
El Paso Community CollegeLiteracy Education Action
February 14, 1991
-PERMISSION TO REPRODUCE THISMATERIAL HAS BEEN GRANTED BY
TO THE EDUCATIONAL RESOURCESINFORMATION CENTER (ERIC).-
U.S. DEPARTMENT OF EDUCATIONOffice of Educational Research and tmprovernent
ED CATIONAL RESOURCES INFORMATIONCENTER (ERIC)
This document has been reproduced asreceived from the persun or organizationonginahng it
0 Minor changes have been made lo improvereproduction Quality
Points of view or opinions stateo In thts docu-mord do not necessanty represent officialOE RI position or policy
EXPLORATIONTEAM
3
EXPLORATION TEAM
GOAL-BASED ASSESSMENT: THEORY AND DESIGN
Rationale
Although adult literacy programs differ from one another, theyshare a common concern of assessing learners. Many programs arerequired to assess learners for funding or accountabilitypurposes. In most cases, programs administer standardized testswhich have been modified or adapted from those designed forschool age children. Standardized tests are based on theassumption that literacy is a set of technical skills for whichthere can be national norms. These tests do not take intoaccount the variations related to learners goals, community,culture, and the social contexts in which oral and writtenlanguage is used.
As programs develop new instructional strategies, it becomesevident that there is a need to identify alternative assessmentprocedures that are more compatible with the curriculum design.Programs are beginning to question the validity or usefulness ofstandardized tests in assessing adult literacy skills. Theinstruments are limited to quantitative descriptions of skills.Moreover, traditional skills assessments tend to focus on
tffi:14. deficits, and they are intimidating to the person being tested(Anorve, 1989).
Current traditional assessment procedures have two majordrawbacks: i) they fail to capture the richness and complexityof adult learning, and they reinforce a view of literacy as aset of autonomous, technical skills divorced from meaningfulcontext; 2) the diagnosis of reading ability as grade levels ismisleading, and it often confuses and discourages the adultlearner (Lytle et. al., 1989). In short, traditional forms ofassessment fail to recognize that language behaviors are not
- .s.pecific to books, but rather encompass many sociolinguisticactivities (Herrera, 1986).
As community-based educators, we need to develop alternativeforms of assessment that reflect a sociocultural view ofliteracy and learning. Individuals and groups vary in theirpurposes for reading and writing. Literacy becomes a range ofpractices or activities (Scribner, 1987) so that each person'sliteracy is by definition unique and dynamic. Thus, assessingliteracy as practice means exploring the particular types ofreading and writing that adults regard as meaningful and that itreflect,, their own purposes and aspiritions. Assessment, in alearner-centered or participatory approach, is built on severalassumptions. Adults come to programs with particular goals,with previous experiences with literacy, and with perceptions ofreading, writing, and learning (Fingeret, 1989).
4
Goals of Exploration Team
The Exploration Team will involve the adult learner in all fourdimensions of literacy learning: practices, strategies andinterests, perceptions, and goals.
A primary factor in the process is the participant's use oforal language. Given the demographics of the area, the teamwill utilize a biliteracy (English/Spanish) approach throughoutthe entire process. In particular, this will facilitateappropriate placement in English or Spanish literacy developmentor referral to another program such as English as a SecondLanguage if the student is literate in Spanish.
1. The team will focus on the role of literacy in everydaylife. Learners will describe the variety of settings inwhich they engage in literacy practices. Home, communityand work environments will be explored in order tounderstand the social networks and contexts in whichlearners now use or want to use literacy skills.
2. The adult learner's repertoire of reading/writingstrategies and interests will be assessed. A variety oftexts and tasks will be used including an array ofmaterials. Criteria for assessing will include efficientand effective use of a range of reading/writing strategies.
3. The adult learner's understanding and knowledge of thereading/writing and teaching/learning processes will beassessed. The team will explore the adult's views ofreading and writing, including his/her own learning history.Assessment of oral/aural skills will be part of the processin order to obtain a wider range of strengths andweaknesses. Since it is expected that participants willcontinue their education process, they will be exposed toqualitative and quantitative forms of assessment.
4. The adult will identify, prioritize, and discuss his/hergoal:7- and purposes for literacy learning. The learners willhave the opportunity for career exploration in conjunctionwith decision making activities. The participants will beasked to state what their next step will be as part oftheir own educational plan.
The Exploration Team will compile a learner portfolio ofreading and writing samples and other pertinent information thatcan function as the primary source for selecting, analyzing,and synthesizing data for developing an educational plan thatwill help determine appropriate placement or referral.
5
Exploration Team Design
Once assigned to an exploration team, the adult learner willspend a maximum of 24 hours over a 4 week period working insmall groups. During this time, the student will be encouragedto participate and complete as many assignments as possible.Activities reflect the four dimensions of literacy learning.
WEEK #1: LITERACY PRACTICES
Activities: 1. Getting acquainted2. Discuss uses of literacy in the home,
community, and workplace.a. What?b. When?c. Where?d. With whom?
Criteria for assessment: Frequency and variety in types ofparticipation in literacy-relatedevents.
wEEK #2: STRATEGIES AND INTERESTS
Activities: i. Biographical sketch2. Special interests3. Current issues; discuss areas of concern and
use a Language Experience Approach to writeon selected topics.
4. Environmental print awareness5. Using the newspaper for literacy development
a. Indexb. Classified adsc. Advertisingd. Headlines
6. Selected reading
Criteria for assessment: Efficient and effective use of awide range of strategies.
6
WEEK #3: PERCEPTIONS
Activities: i. Schooling history2. Individual perception of reading and writing
processes3. Exploration of reading and writing theories4. Current trends in adult literacy education5. Personal inventory of reading and writing
practices6. Woodcock Language Proficiency Battery
'Criteria for assessment: Expressed and applied knowledge aboutreading and writing processes,strategies, texts, and tasks.
WEEK #4: GOALS
Activities: i. Time-line chart2. Discuss and complete checklist of goals
a. Home and familyb. Educationc. Career or job-relatedd. Personal goal
3. Establishing priorities/Making decisions4. Exploring careers/Educational plan5. Self-selected tasks related to career
exploration6. 'People To Watch newspaper activity
Criteria for assessment: Demonstrated competence atself-selected tasks related to_goals; setting new goals;reassessing previous goals; andsetting priorities.
GOAL BASEDASSESSMENT
8
EXPLORATION TEAMASSESSMENT CONTENT
The exploration team design allows for more indepth qualitativeassessment of individual strengths. During.the entire process,the team leaders will be observing and gathering samples of workthat the participants are capable of completing. Some of theactivities will be completed using a language experienceapproach where the participant dictates to the facilitatorhis/her responses. The team leaders need to be constantly alertto the participants literacy uses and skills that emerge duringthe various activities.
The following assessment form serves as a guide, but can notfully cover the range of literacy behaviors and skills that aparticipant may possess. Any additional information will helpin the assessment process. Also, the final assessment must bebased on the over all information obtained rather than focusingon isolated items. If the participant is administered theWoodcock Language Proficiency Battery, the results serve asadditional information to help in the assessment process.The results of the test is not the focus of this assessment.
All assessment is based on observation and/or actual samples ofthe participant's work. Check the appropriate column fordemonstrated ability/skills in each of the areas listed. Rateaccording the the following criteria:
Oral Language Writing and Reading
i - none No skills demonstrated2 - minimal Minimal or limited literacy skills3 - sometimes Basic literacy skills developed4 - often Mastery or advanced skills
The following table may be used to interpret the check-list:
Majority of check-marks in i and 2 - Beginning levelMajority of check-marks in 2 and 3 - Intermediate levelMajority of check-marks in 3 and 4 - Advanced level
1. Gives basic personal information2. Understands oral directions3. Can give oral directions4. Can narrate a story or event5. Expresses own perceptions6. Participates in discussions
Additional comments:
2 4
WRITING
- 4. Can form lower case letters2. Can form upper case letters3. Can write name4. Is able to copy words from board5. Uses appropriate capitalization6. Uses appropriate punctuation7. Composes sentencesB. Composes paragraphs
Additional comments:
2 4
J
10
READING
1. Recognizes letters2. Recognizes letter clusters3. Reads and understands functional
words in context4. Develops basic sight word vocabulary5. Reads basic sight words in
environmental print6. Uses context to determine word
meaning7. Comprehension - Demonstrates ability
to: SequenceIdentify main ideaRecall specific detailsParaphrase/summarizePredict outcomesIdentify purposeDraw logical conclusions
4. Has developed a short-termeducational/training plan
15. Has stated long-term goals
Additional Comments:
11
LITERACYPRACTICES
12
LITERACY PRACTICES
Getting started: Student orientation
The facilitator will welcome the participantsand introduce members of the exploration team.At this point, participants need only to statetheir names in introducing themselves. Later,they will be asked to provide more personalinformation,
During the opening remarks, the facilitatorwill briefly explain the purpose of theexploration team. The emphasis should be onthe idea of getting to know students better soappropriate placement or referral can be done.The facilitator will lead a discussion onliteracy issues. Participants shcwid beencouraged to express their views. It isimportant that the facilitator conveys theidea of not being alone, there are manyadults who are learning to read and write.The following reading can be used tostimulate discussion:
READING AND WORKING
Before 1800, most people lived on farms. Some people didthe farm work. Other people worked with their hands. They madethings. Reading was not important then. Most people did notknow how to read. Pictures were used to tell people things.Things like where to buy something.
In the 1800s, many people went to work in fFctories.t7eading was somewhat important then. But many people did notknow how to read. They spent their time working with machines.
In the 1900s, machines do what people used to do. Machinesdo the hard farm work. Machines run factories. Not many peopleare needed to run machines. Today, most work uses reading.
In the 1700s, doing farm work was very important. In the1800s, working with machines was very important. Today, readingis very important in most jobs. Spend some time thinking aboutreading and work. Has reading always been important? Why orwhy not?
Source: Contemporary's New Beginnings in Reading, Book 4, p. 2.
13
LITERACY PRACTICES
Activity 1: Getting Ac uainted
The facilitator explains the evaluation processas a way to look at ourselves in relation to:
i. Where we've been2. What we've been doing3. What we want to do the rest of our lives4. How we plan to get where we want to go
Also, we need to be aware that eventhough we allhave the same basic needs, everyone is unique.It is this uniqueness that we are trying todiscover in order to assist each individual inselecting an appropriate educational program.
The participants will be asked to introducethemselves and to share whatever personalinformation about themselves to the group.
After the introductions, the facilitator willassist the participants in-completing thefollowing exercise:
Written:
1. Write 3 things that you like about yourself.
2. What is one thing you would like to changein your life?
3. What can you do to change the things youdon't like?
Discussion:
1. Have each participant discuss his/her views.
2. Continue discussion about taking control ofthings that can be changed and accepting thingsthat can't be changed.
1 4
LITERACY PRACTICESActivity i: Getting Acquainted
Assessment Focus
Oral: Gives basic personal informationCan narrate an eventExpresses own perceptionsParticipates in discussion
Writing: Writes lower case lettersWrites upper case lettersCan write nameUses appropriate punctuationComposes sentences
Goals: Assesses previous goals
Other information gained:
LITERACY PRACTICESActivity i: Getting Acquainted
Name Date
1. Write 3 things that you like about yourself.
2. What is one thing you would like to change in your life?
3. What can you do to change the things you don't like?
16
LITERACY PRACTICES
Activity 2: Role of Literacy
The participants will describe the variety ofsettings in which they engage in literacypractices. The discussion will focus on therole of literacy in everyday life, includingwhat, when, where, and with whom they readand write.
It'is important that the facilitator explain tothe participants that oral language developmentis the basis for literacy development. As adultlearners, they have a wealth of knowledge andexperiences. Regardless of their reading andwriting abilities, they will be asked to rely onoral language skills as the key for new learning.
The participants will explore the home, work,and community environments in order to understandthe social networks and contexts in which theparticipants now use literacy skills.
The facilitator will focus on the social networksand contexts in which the learner wants to useacquired literacy skills.
After the discussion, the facilitator will assisteach participant in completing the form entitledTHE ROLE OF LITERACY.
17
LITERACY PRACTICESActivity 2: Role of Literacy
Assessment Focus
Oral:
Writing:
Reading:
Understands oral directionsCan give oral directions
Is able to copy words from the board
Recognizes lettersRecognizes letter clusters - "wh'Reads and understands functional words in context
Goals: States short or long Term goals
Other information gained:
18
LITERACY PRACTICESActivity 2: The Role of Literacy
Name Date
Provide as much information as possible in answering thefollowing questions:
What do you
When do you
Where do you
With whom do you
Read? Write?
_ Why do you want to learn (or to improve) your reading andwriting skills?
LITERACY PRACTICES
Activity 3: Forms
Discuss the use of forms.
1. Where do you have to fill them out?
2. Why do you have to fill them out?
3. What is difficult about filling out forms?
4. Explain the term 'filling out.'
5. What information is usually asked foron a form?
Write on the board the typical expressions usedin obtaining information. Ask for input fromthe participants. Take time to discuss the termsand allow time for the participants to copy them.Make sure to include:
Name Social Security NumberAddress Date of BirthCity Place of BirthState Telephone NumberZip Code Emergency Telephone NumberCitizenship Previous Employment
The facilitator will explain the set of formsincluded for this session and assist theparticipants in completing all the forms.
2 0
LITERACY PRACTICESActivity 3: Forms
Assessment Focus
i
Oral: Gives basic personal informationUnderstands oral directionsCan give oral directions
Writing: Can write nameIs able to copy words from the boardUses appropriate capitalization
Reading: Reads and understands functional words in contextReads basic sight words in environmental print
Other information gained: Demonstrates ability to sequence,recall specific details, and paraphrase/summarize in oral orwritten form.
21
LITERACY CENTER
STUDENT DATA
Name Date
Date of Birth Age
Social Security Number
I.D. Number Issued
Address
City State Zip Code
Telephone Number
Emergency Contact Number
Sex: Male Female.
AM%Single Married Widowed
Divorced Single Parent
Occupation
Ethnicity: Hispanic
Oriental
Black
Anglo-Saxon
Native-American
Other
How did you hear about our program?
Media DHS EPCC
Family/Friend Other
NAME:
JOB APPLICATION
(Last)
ADDRESS:
CITY:
(First) (Middle)
(Number) (Street) (Apt. Number)
STATE: ZIP CODE:
TELEPHONE NUMBER:/
.(Home) (Work)
POSITION APPLYING FOR:
DATE AVAILABLE:
PAST WORK EXPERIENCE:
Date Position Duties
RELATIVE TO CALL IN CASE OF EMERGENCY:
NAME: TEL. NO.
SIGNATURE DATE
23
MOORE Sdeediset MCP® Patented 407
THIS FORM WILL BE RETURNED TO YOU AND MUST BE PRESENTED TO THE INSTRUCTOR AT THE FIRST CLASS MEETING.
EL PASOCOMMUNITYCOLLEGE
CONTINUING EDUCATION REGISTRATION FORM QUARTER
PLEASE PRINT ALL INFORMATION
TO MAIL REGISTER, THIS FORM MUST BE RECEIVED TWO (2) WEEKS PRIOR TO THE START OF CLASS.SEND TO: CONTINUING EDUCATION CASHIER, EL PASO COMMUNITY COLLEGE, P.O. BOX 20022, EL PASO, TEXAS 79998
3921
CAMPUS
YEAR
COURSEPREFIX
COURSE
NUMBERCOURSE
SECTIONCOURSE TITLE DAY TIME LOCATION ROOM
STARTING
DATEFEES
NAME.
ADDRESS:
CITY STATE ZIP
SS#ORID #
HOME PHONE: (
BUSINESS PHONE: ( )
EMERGENCY PHONE: ( )
Is EPCC to withhold release of your directorySIGNATURE- DATE: information? Yes No
(Check Appropriate Category) *Questions regarding sex, age and ethnicity are designed to enable EPCC to demonstrate its compliance with various Federal and State statutes, regulationsand/or guidelines.
DATE OF BIRT1-1* SEX 0 MALE ETHNICITY* 0 WHITE/NON-HISPANIC 0 HISPANIC 0 AMERICAN INDIAN/ALASKAN NATIVE
HANDICAPPED* 0 FEMALEr--1 BLACK/1---J NON-HISPANIC II PACIFIC ISLANDER
1---1 ASIAN/0 CEIITNIEATIOarNI COUNTRY
CHECK NO. MONEY ORDER NO. VISA 0 MAMCFICARD 0 CARD NO. EXPIRATION DATE
CHARGE TO: AMOUNT $ DRIVER'S LICENSE NO
IMPORTANT: READ REFUND POLICY BELOW
REGISTRAR'S OFFICE
Reg. Clerk
Course Tuition S
Lab S
Insurance S
Other $
Total $
REFUND POUCY BUSINESS OFFICE
100% refund prior to first schcduied class meeting. 80% refund priorto second. Request for refund may be made in person or in writingto the Registrar - Continuing Education Office. Postmark or registrardate stamp is the official withdrawal date. Refunds require approxi-mately 15 days to process. You are enrolled in class unless otherwisenotified.
Receipt No.
Recelveci ay
Date
El Paso Community College does not discriminate on the oasis for race, color, national origin, sex, age or handicap.
2 4
rwrijuA EL PASOcohmumirtCOLLZGE
STUDENT SURVEY
l\IPORTANT:1 LSE --=.2 PENCIL
EXAMPLE: A 8 D
ERASE COMPLETELY To CHANGE
1=11 MO
Paso Community College is required to report certain student data in order to receive federal and state financialassistance. The information will be kept confidential. Do not answer this survey if you have already completedone since July 1. Please use a #2 pencil to darken the correct block. Return the survey in the enclosed addressedenvelope. No postage is required. Fill in your
Social Security Number1. Fill in one of the following:
I Married 0 0. 0 0 0 0 0 0 0 MN
This question is asked to 2 married, but separated TIMdetermine eligibility for an 2 Married, but spouse disabled 2 2 .2 2 2 2 2 2 2 MS
9919-99-9999Please use a #2 pencil to darken the correct answer (Yes or No). MI
2. Do you have custody oi joint custody of one or more children under 18?3. As an adult has your primary work been as a homemaker caring for your home and your family?4. Are you attending school to gain employment skills?
z Do you need special help with your studies because of one or more of the following problems:
Yes No Ms
Yes No MB
'Yes No oull
Yes No MIHearing Orthopedic Serious Emotional Speech LearningVision Mental Retardation Other Long-Term HealthAre you certified for benefits by the local Private Industry Council (PIC)?
7. Does your family receive public assistance such as Aid to Families with Dependent Childrenor Food Stamps?
'1113
Yes No NIS
Yes Noinga
8. Are you dependent on a parent/guardian for financial support? Yes No MI9. Are you employed? Yes No'
10. Are you a migrant worker? Yes No
11. Is your parent/guardian employed? 'Yes No
12. Is your parent/guardian a migrant worker? Yes Noinly13. Is the annual income for your family less than S15.000? 1Yes No'Now
14. Do the children in your family receive free or reduced price school lunch? ,Yes No MS
15. Did you graduate from hiah school? ;Yes No Rol
16. Was your overall high school average less than a "C"? 'Yes No SE17. Do you have difficulty speaking. reading, writing or understanding Enalish because it is not -ur native language? 1Yes No oN
18. Were you referred to the College by an aaency such as: !Yes No NM
Texas Commission for the Blind
Texas Rehabilitation Commission
Veterans Administration RehabilitationTexas Department of Mental Health
and Mental Retardation
DARE Independent Living Center
Lighthouse for the Blind
El Paso Multipurpose Center for the HandicappedInstitute of Physical Medicine ard Rehanilitation
High School Special Education Program
THE INFORMATION I HAVE GIVEN IS COMPLETE AND ACCURATE TO THE BEST OF MY KNOWLEDGE.
Signature
Name !Pleat:0 Prlit"
>CCANTimpa " 25
Date
tucent ID Numoer
...Si CPI AVAILABLE
STRATEGIESAND
INTERESTS
26
STRATEGIES AND INTERESTS
ACTIVITY i: Biographical sketch
The participants will be asked to write a briefbiography. Depending on the ability level, theparticipants can work independently or with thefacilitator using a language experience approach.
The only condition is that the participantsinclude something regarding childhood, adolescenceand their adulthood. The content in each area isof their choice.
The role of the facilitator is to assist theparticipants in completing their biographicalsketch and producing the final written form.The participants will be encouraged to share theirexperiences in a discussion format or by readingtheir sketch.
The biographical sketch will be included in thestudent's portfolio along with any other sampleof the student's work.
27
STRATEGIES AND INTERESTSActivity 1: Biographical Sketch
Assessment Focus
Oral: Gives basic personal informationCan narrate a story lr eventParticipates in discussion
Reading: Reads and understands functional words in contextDevelops 3asic sight word vocabularyDemonstrates ability to sequence
Other information gained: The participant might reassessprevious goals, set priorities, and/or set new goals.
28
STRATEGIES AND INTERESTS
ACTIVITY 2: Special interests
This activity is a continuation of thebiographical sketch. In this activity, theparticipants will be asked to focus on anyspecial interests, hobbies, or talents theyhave.
The facilitator will share his/her personalinterests and encourage others to do the same.The discussion does not have to be related toany specific area, i.e., work, education, orthe home. Feather, encourage the participantsgive thought, to explore themselves, and statethose special interests.
After the discussion winds down, the facilitatorwill assist the participants in completing thewritten exercise.
29
STRATEGIES AND INTERESTSActivity 2: Special interests
Assessment Focus
Oral: Expresses own perceptionsParticipates in discussionsUnderstands oral directions
Writing: Is able to copy words from the boardComposes sentences
Reading: Develops basic sight ve)rd vocabulary
Other information gained: The participant might discusspriorities and/or goals as part of this activity.
STRATEGIES AND INTERESTSActivity 2: Special interests
Areas of special interest to me (check as many as you like):
Art Music MechanicsKnitting Gardening SewingSports Church work Crafts
What are some of the things you do or would like to do in thefollowing areas:
Arms and crafts:
Sports and entertainment:
Social and community involvement:
31
STRATEGIES AND INTERESTS
Activity 3: Current issues
The facilitator will introduce the topic by askingthe participants to state their views on recentnews stories or situations affecting their lives.The issues can be at the local, state, national,or international level.
After all the participants have had an opportunitythe express their views, the facilitator willfocus on how to be a critical observer instead ofa casual observer.
The facilitator will discuss how current issuesare examined and the questions that need to beasked.
Key phrases: What happened?When did it happen?Where did it happen?How did it happen?Who was involved?Why did it happen?
The facilitator will read a short newspaper ormagazine article about a current event. Theparticipants will be asked to orally answerthe questions presented above regarding thestory they have just heard.
The facilitator will assist the participantsin completing the following activity.
STRATEGIES AND INTERESTSActivity 3: Current Issues
Assessment Focus
Orai: Expresses own perceptionsParticipates in discussions
Writing: Can write nameCan write basic sight wordsForms lower/upper case lettersIs able to copy words from the boardComposes sentences
Reading: Develops basic sight word vocabularyReads basic sight words in environmental printDemonstrates ability to identify the main ideaDemonstrates ability to paraphrase/summarizeIdentifies purposeDraws logical conclusions
Other information gained:
33
STRATEGIES AND INTERESTSActivity 3: Current Issues
Name Date
The issues that are of interest to me are:
i.
2.
3.
The issue that I want to write about is:
Examining the issue:
My personal views and recommendations are:
34
STRATEGIES AND INTERESTS
Activity 4: Environmental print
The facilitator will utilize an 'initialinquiry approach for this activity. Theparticipants will be asked to think of thevarious places and situations where they haveto read signs or printed information. Thisincludes stores, street signs, warning signs,restaurants, public facilities, etc.
The facil,itator will explore the followingaspects of environmental print:
How much can be read and understood?How did you learn to read or recognize the words?How can you apply this knowledge to learn newvocabulary?
The facilitator will explain how recognitionof some words can be basis for learning new wordsby looking for similarities. Each participantwill be asked to mention a word he/she readilyrecognizes. The facilitator will focus on aspecific feature of each word and relate it toanother word. The objective is to make theparticipants understand the value of applyingprior knowledge to new learning.
The facilitator will assist the participants incompleting the following activity.
35
_
STRATEGIES AND INTERESTSActivity 4: Environmental Print
Assessment Focus
Oral: Expresses own perceptionsParticipates in discussion
Writing: Is able to copy words from board or fromenvironmental print
Can write basic sight words in environmental print
Reading: Recognizes letters/letter clustersDevelops basic sight word tocabularyReads basic sight words in environmental print
Other information gained: Focus on specific strategies thatthe participant uses in decoding environmental print.
36
STRATEGIES AND INTERESTSActivity 4: Environmental print
Name Date
My personal inventory of sight words are:
Stores:
Restaurants:
Products:
Persons names:
When I'm in a store or public facility, I can read:
The street signs and warning signs that I can read are:
STRATEGIES AND INTERESTS
Activity 5: Using the newspaper
The facilitator will explain that the newspaperis a source of information that can be used forinstructional purposes as well as entertainment.As instructional material, it is timely andinexpensive. The newspaper contains something ofinterest to everyone. The variety andrelevancy creates an excellent learning tool.
The facilitator shoulo do a quick survey to findout who uses the newspaper and are familiar withthe variety of contents.
Using the local newspaper, the facilitator willdiscuss how the newspaper is arranged.
Newspapers will be distributed to all theparticipants. The facilitator will ask them tofind the INDEX located on the front page.Start with the INDEX to show the variety ofcontents. Skim through the newspaper and mentionspecific sections and features.
As specific sections are viewed, the facilitatorwill ask the participants to comment as to theusefulness or interest of that particular section.Comments can be written as a language experienceactivity.
Example: The Sports section has ...The Ads section helps us to ...
The facilitator will assist the participantsin completing the following activity.
38
STRATEGIES AND INTERESTSActivity 5: Using the Newspaper
Assessment Focus
Oral: Understands oral directionsCan give oral directionsExpresses own perceptions
Writing:
Reading:
Can form lower/upper case lettersIs able to copy words from the newspaper
Recognizes letters/letter clustersReads and understands functional words in contextReads basic sight words in environmental printUses context to determine word meaningIs able to follow sequencingRecalls specific detailsParaphrases/summarizesIdentify purposeDraw logical conclusions
Other information gained:
39
STRATEGIES AND INTERESTSActivity 5: Using the newspaper
Name Date
What's in a newspaper?
Use the INDEX to find the following information in yournewspaper. Write the page where you found the informationand the answer to the question.
i. Weather Find the high temperature in your city.
Page High temperature
2. Television Find a show that will be on televisionat 7 p.m.
Page Channel
Show
3. Movies Find a movie that your family might wantto see.
Page Theater
Movie
4% Sports Find the name of an athlete in the news.In what sport does the athlete play?
5. Comics
Page Sport
Athlete's name
Find a comic strip that you like.
Page
Title of comic
4 0
STRATEGIES AND INTERESTS
Activity 6: Selected reading
Materials needed: newspapers, magazines,pamphlets, children's books, recipe books,and highinterest/low literacy level booksfound in the Literacy Center collection.
The facilitator will discuss the variety ofreading material. The participants will be askedto state what would be or is their choice ofreading material.
Allow time for browsing through the material.Continue the discussion by providing informationabout libraries and other sources of readingmaterials. Depending on the participants'needs and interests, the facilitator can discussaspects of children's literature as related toliteracy development, or make recommendationsas to the types of reading material that isappropriate for the adult learner.
The participants will be asked to select somereading material. The facilitator will assistthe participants in exploring and reading theselected material.
The facilitator will convey the idea that thereare many forms of reading, including readingfor leisure or enjoyment. There will be nospecific tasks other than discussing or sharingideas and views.
The facilitator will enter in each participants'portfolio any observations/comments relating toindividual interests and levels of skillsdemonstrated.
41
STUDENTPERCEPTIONS
42
PERCEPTIONS
Activity i: Schooling history
In the previous activities, the participants weregiven the opportunity to explore and demonstratetheir literacy skills. The facilitator willexplain that, as adult learners, we utilize asmuch prior knowledge as possible when learningnew material. Also, any literacy skills acquiredin another language other than English help inthe learning process.
If applicable, the facilitator will explain how abilingual approach will be used for instruction.Participants need to be reminded that priorknowledge and attitudes toward the learningprocess are very important. The followingsessions will focus on these two aspects.
For this session, the participants will be askedto discuss their schooling histories. Thediscussion should include how much schooling andtheir experiences with it. Also, discuss theimportance of education. If the participants arewilling, ask them to share their personal viewsin regard to what's happening to them and theirfamilies.
After discussion, the participants will be askedto complete the Schooling History Form.
43
PERCEPTIONSActivity i: Schooling History
Assessment Focus
Oral: Understands oral directionsExpresses own perceptionsParticipates in discussion
Writing: Is able to provide personal informationUses appropriate capitalization/punctuationComposes sentences
Reading: Reads and understands functional words in contextDevelops basic sight word vocabulary
Goals: Demonstrates competence in reassessing previous goalsDemonstrates competence in setting new goalsHas stated long or short term educational goal
Other information gained:
4 4
PERCEPTIONSActivity i: Schooling History
Name Date
SCHOOLING HISTORY
i. How many years of education have you completed?
2. Where did you attend school?
3. How long has it been since you attended school?
4. Have you ever attended adult classes?
if yes, state where and when.
5. Are you now enrolled in EPOO classes?
Have you ever been enrolled in EPCC classes?
LANGUAGE SURVEY
i. What language do you speak with your spouse, friends, orrelatives?
2. What language do you speak with your children?
3. What language or languages do your children speak?
4. What language do your children speak to you?
5. What language do your children speak among themselves?
6. What language do you prefer for instruction?
45
PERCEPTIONSActivity i Page 2: Schooling History
EXPERIENCES AND VIEWS
Complete the following statements:
1. My schooling experience was
2. Education is
3. My educational goal is
4 6
PERCEPTIONS
Activity 2: Student survey
In order for any person to be successful inwhatever he wants to do, he needs to know himselffirst. It is the same in education. There is noguarantee that a particular method, material, orinstructor will give you success. A great dealdepends on your own efforts.
The facilitator will provide a short introductionto this topic. The focus will be on how importantattitudes are in being able to meet goals.
The participants will be asked to complete asurvey before continuing the discussion. If theyare not familiar with surveys, the facilitatorwill explain the concept and process.
Complete the student survey.
After completion of the survey, the discussionwill continue. The facilitator will tallyresponses for each item and allow for comments.
The group will explore ideas related to learnerattitudes and the learning process. Thefacilitator will convey the idea of differenttypes of learning. There is learning that occursin the world around us and learning in aclassroom. The end product is the importantthing. Often, we don't give ourselves enoughcredit for the amount of knowledge we haveacquired outside a classroom setting. Theparticipant needs to know that all priorknowledge is important and does contribute tohis new efforts in furtherin3 his education.
4 7
PERCEPTIONSActivity 2: Student Survey
Assessment Focus
Oral: Understands oral directionsExpresses own perceptionsParticipates in discussion
Other information gained:
_
48
PERCEPTIONSActivity 2: Student Survey
Name Date
After each statement is read, indicate if you agree ordisagree with it.
i. Only in school is it possible tolearn to read. Agree Disagree
2. Only the teacher knows the bestway in which a student can learn. Agree Disagree
3. Books are an absolute necessity inorder to learn to read and write. Agree Disagree
4. Only in school is it possible tolearn to speak and read English. Agree Disagree
5. What I learned in school as a childdoes not help me in my studies asan adult. Agree Disagree
6. Knowing how to read and write inSpanish does not help me to learnhow to read and write in English. Agree Disagree
7. Learning to read and write meanslearning lists of words. Agree Disagree
6. The reading and writing that I useoutside of the classroom is uselessin the classroom. Agree Disagree
-9. The English that we study in schoolis very different from the Englishwe use outside the classroom. Agree Disagree
10. In order to learn English, it'snecessary to translate everythinginto my native language. Agree Disagree
49
PERCEPTIONS
Activity 3: Exploration of reading and writing theories
After completion of the student survey, thefacilitator will continue the discussion withfocus on the participants own views of how aperson learns to read and write.
The facilitator will discuss the terms'traditional' and 'nontraditional' in relationto instructional approaches. The facilitator willalso explain the following approaches to teachingreading and writing:
a. Phonics approach; sequencial and masterylearning (Back to Basics)
b. Sight word approach
c. Language experience approach
The facilitator will also discuss how writingand grammar rules are introduced in thedifferent approaches.
Writing will be explained to the participantsas a process involving thinking, communicating,and composing. Writing does not mean filling inthe blanks. Writing is a social event, and theemphasis is on the experiences being shared.
The facilitator and participants need to be awareof the functional uses of writing:
a. for instruction and information purposes(transactional)
b. to convey and gain meaning; experiences(expressive)
c. to clarify, interpret, and give value toexperiences; to allow opinion(value forming)
d. for inquiry, criticism, and problem solving(problem solving)
The participants will be encouraged to expresstheir views and to ask questions for clarification.
59
PERCEPTIONSActivity 3: Exploration of reading and writing theories
Assessment Focus
Oral: Understands oral directionsExpresses own perceptionsParticipates in discussion
Other information gained:
:
PERCEPTIONS
Activity 4: Current trends in adult literacy education
This activity is a follow-up to the discussionon Reading and writing theories. The focusof this discussion is to explore the instructionalapproaches that are currently used in adultliteracy programs.
The facilitator will explain the idea of personshaving different learning styles. For thisreason, traditional and non-traditional approachesare necessary. In many cases, a combination ofthe two approaches work very well.
The group will consider such topics as:
a. Integrating consumerism in literacydevelopment.
b. Integrating environmental print in literacydevelopment.
c. Using computers for literacy development.
d. Development of specific workplace literacy.
e. Using language experience approach forliteracy development.
As a wrap-up of this discussion, the facilitatorwill ask the participants to state whichapproach or approaches would be appropriate fortheir literacy development.
52
PERCEPTIONSActivity 4: Current trends in adult literacy education
Assessment Focus
Oral: Understands oral directionsExpresses own perceptionsParticipates in discussion
Other information gained:
53
PERCEPTIONS
Activity 5: Personal Inventory_ of Reading and WritingPractices
_
This activity is a continuation of the previousdiscussion on the Role of Literacy (LiteracyPractices, Activity 2). In that discussion, theparticipants were asked to describe the varietyof settings in which they engage in literacypractices.
For the first part of this activity, thefacilitator will focus on the social networksin which we are constantly bombarded withinstances of reading and writing. The secondpart explores the specific instances or examplesof reading and writing.
The facilitator will use this activity toreinforce the ideas presented in the sessiondealing with the functional uses of writing(Perceptions, Activity 3).These functions are:
a. for instruction and information purposes(transactional)
b. to convey and gain meaning; experiences(expressive)
c. to clarify, interpret, and give value toexperiences; to allow opinion(value forming)
d. for inquiry, criticism, and problem solving(problem solving)
54
PERCEPTIONSActivity 5: Personal inventory of reading and writing practices
Assessment Focus
Oral:
Writing:
Reading:
Understands oral directionsGives basic personal informationExpresses own perceptionsParticipates in discussion
Is able to copy words from the boardis able to write short answers to questions
Reads functional words in contextReads basic sight wordsReads written instructions
Other information gained:
5 0
PERCEPTIONSActivity 5: Personal Inventory of Reading and Writing Practices
Name Date
CONSUMERISM
1. Do you buy groceries for your family?
2. Do you shop for your own clothes and other needs?
3. How do you determine which products and brands to buy?
Groceries:
Clothing and other products:
4. My favorite supermarket is
5. My favorite department store is
TELEVISION
1. Do you watch television?
2. How much television do you watch?
3. Which channels do you prefer?
4. What kind of programsSoap operasDramaGame Show
EnglishSpanish
do you likeNewsDocumentaryTalk Show
to watch?
5. Which is your favorite program?
56
ComedyMusicalCartoons
PERCEPTIONSActivity 5 Page 2: Personal Inventory...
LEISURE TINE
1. What do you like to do for fun and relaxation?
2. Which is your favorite place(s) for fun and relaxation?
3. Do you have a special project or hobby?
If yes, what is it?
READING AND WRITING PRACTICES
og7mN\ Think of the different ways in which reading and writing isused or needed in the following situations:
Consumerism:
Television:
Leisure:
At work:
PERCEPTIONS
Activity 6: Woodcock Language Proficiency Battery
Prior to administering the Woodcock LanguageProficiency Battery, the facilitator willexplain the purposes for testing and thedifferent types of tasts.
The distinction between standardized tests andgoal-based informal assessments will be made.The facilitator will make reference to theexploration team as an example of a goal-basedinformal assessment process. This processattempts to find out what the person'sknowledge and experiences are so an appropriateinstructional program can be determined.
The Woodcock Language Proficiency Battery isan example of a standardized test. This testwill tell us how the person compares to otherswho have taken the test by defining a level ofcompetence. Also, the levels correspond toschool grade levels.
The participants need to know that testing isvery common in school settings. As theycontinue their schooling, they will be takingmore tests. Being familiar with the testingprocedures helps to minimize nervousness andperhaps help to do better on the test.
58
GOALS
59
GOALS
Activity i: Time-line chart
The purpose of this activity is to give theparticipants an opportunity to analyze andidentify the following:
a. ProjectionsHave you thought of what you would liketo do in your future?
b. GoalsWhat specific goals have you set foryourself?
c. AccomplishmentsWhat are some important or satisfying thingsthat you have accomplished up to now?
d. WorkAre you satisfied with the work you have done?What type of work would you like to do?
The facilitator will write some of the commentson the board. The idea of 'high points' and"low points" in our lives will be brought intothe discussion. These serve as markers orindicators of positive and negative events inour lives. Often, these positive and negativeevents have a significant influence on ourthinking and goal-setting.
Using the example in the activity page, thefacilitator will explain a time-line chart.It helps us to see where one has been and whereone is going. The participants will also havean opportunity to make their own time-line chart.
60
GOALSActivity i: Time-line chart
Assessment Focus
Oral:
Writing:
Reading:
Understands oral directionsGives basic personal informationExpresses own perceptionsCan narrate an eventParticipates in discussion
Is able to copy words from the boardComposes short sentences or phrases
Reads functional words in contextReads basic sight wordsReads written instructions
Other information gained:
GOALSActivity i: Time-line chart
Name Date
Example of a time-line chart:
1946 I was born.1958 My family moved to California.1959 I quit school.1965 I got married.1966 My first son was born.1968 We moved back to El Paso.1969 My daughter was born. We bought a house.1975 My mother died.1982 My daughter graduated from high school.1983 My husband lost his job.1985 We lost our house.1986 I started to work in the factory.1987 I went back to school.198E My husband was in a serious accident.1990 My scn got married.
For each event, make a dot above the line if is positive orbelow the line if it is negative.
6 0VERY POSITIVE 5-gPOSITIVE
NEGATIVEVERY NEGATIVE s_
Now, make your own time-line chart.
VERY POSITIVEPOSITIVE
g-
NEGATIVEVERY NEGATIVE
62
GOALS
Activity 2: Goals checklist
The group will define and discuss the meaningof goals. The facilitator will focus on thefollowing areas:
a. Home - - obtainin g better housingbuying a homekeeping up with the 'Jonesesu
b. Family - spending quality time togethercustoms and traditionsspecial needs for family membersfun and vacations
c. Education - - helping the childrenplanning for the futureimproving your skillsstarting out anew
d. Career or job - - securing a jobdoing a job I likegetting a good paying job
e. Personai goals - vocation or careermarriageeducationfinancial securitytravelcommunity service
63
GOALSActivity 2: Goals checklist
Assessment Focus
Oral: Understands oral directionsGives basic personal informationExpresses own perceptionsOan narrate an eventParticipates in discussion
Other information gained:
64
GOALS
Activity 3: Establishin_g priorities
This activity is in conjunction or continuationof Activity 2: Goals Checklist.
The facilitator will discuss the differencebetween goal and priority. Based on thediscussion on goals, the participants will beasked to list their goals.
After the goals have been listed, the participantswill be asked to list those goals in terms ofpriority.
If there is something else that the participantswish to add as a priority, even if not mentionedbefore, they may do so.
After this activity is completed, the discussionwill continue. The focus will shift to thedecisionmaking process.
The participants will have the opportunity tostate their priorities and the decisions that areneeded to be made in working toward our goals.Often, we need to make 'sacrifices.' That is oneof many decisions that must be made in order toobtain a specific goal.
65
GOALSActivity 3: Establishing priorities
Assessment Focus
Oral: Understands oral directionsGives basic personal informationExpresses own perceptionsCan narrate an eventParticipates in discussion
Oriting:
Reading:
Goals:
Is able to copy words/expressions from the boardComposes short responses to questions
Reads and understands functional words in contextReads and understands written instructionsDevelops basic sight word vocabularyReads basic sight words
Demonstrates competence in setting prioritiesDemonstrates competence in reassessing previous goalsDemonstrates competence in setting new goalsDemonstrates competence in developing an educationalor training plan
Has stated short and long term plan
Other information gained:
66
GOALSActivity 3: Establishing priorities
Name Date
List your goals for each area:
i. Home
2. Family
3. Education
4. Career or job
5. Personal goals
Now, list your goals in terms of priority.
1.
2.
3.
4.
5.
have made the decision to
Some of the things I will need to do in order to obtain mygoal are:
GOALS
Activity 4: Exploring careers
The facilitator will ask the participants todiscuss career choices. At this time, the idea isto generate open discussion without concern forwhat is realistic or unrealistic choices.
As the discussion progresses, the facilitator willbe writing the different careers mentioned. Thefacilitator needs to include additional optionsfor the sake of exploration if the list is limitedto just a few.
During the discussion, focus on the types ofskills that are required for the job. Also, itis important to mention the training that isnecessary.
After the participants have had time to freelyexpress -0-sir ideas, the facilitator will start tonarrow the discussion in terms of making morerealistic choices.
Each participant will be asked to complete thefollowing form.
68
GOALSActivity 4: Exploring careers
Assessment Focus
Oral: Understands oral directionsGives basic personal informationExpresses own perceptionsCan narrate an eventParticipates in discussion
Writing:
Reading:
Goals:
Is able to copy wordsiexpressions from the boardComposes short responses to questions
Reads and understands functional words in contextReads and understands written instructionsDevelops basic sight word vocabularyReads basic sight words
Demonstrates competence in setting prioritiesDemonstrates competence in reassessing previous goalsDemonstrates competence in setting new goalsDemonstrates competence in developing an educationalor training plan
This activity is recommended for participantswho are undecided about a career choice or whosimply wish to obtain more information aboutdifferent careers.
The two following sources are available forcareer exploration:
The Career BoxOccupational Resource ModuleAuthors: Thetis Powers Reeves
Materials are available on a check out basis foruse in the Literacy Center only. The Career Boxcan be located in Kay Taggart's office area.
El Paso Community College Career CenterValle Verde Campus 0-112 594-2417Rio Grande Campus 233 534-4034Transmountain Campus A-300 757-5111
The career exploration lab gives individuals theopportunity to experience various jobs. The workstations use a variety of activities and materialsuse on the job. An audio-visual program guidesthe student through the activities for each workstation.
The attached program description provides detailedinformation.
Oral: Understands oral directionsExpresses own perceptionsParticipates in discussion
Reading: Reads and understands functional words in contextReads and understands written instructionsDevelops basic sight word vocabularyReads basic sight words
Goals: Demonstrates competence in setting prioritiesDemonstrates competence in reassessing previous goalsDemonstrates competence in setting new goalsDemonstrates competence in developing an educationalor training plan
Has stated short and long term plan
Other information gained:
72
; /;-(-e(4-0r 's p y
EPCC - CENTRO DE CARRERAS
VALLE VERDE Oficina C-112 5942417
RIO GRANDE Oficina 233 534-4034
TRANSMOUNTAIN. Oficina A-300 757-5111
LABORATORIO DE EXPLORACION PARA CARRERAS VOCACIONALES
El propOsito del Laboratorio Vocacional es para proporcionarle con:
- medios realistas de explorar una variedad de aCtividades de trabajo,
- la oportunidad para usar el equipo y los materiales necesarios paradesempellar una variedad de trabajos, y
- experiencia directa para ayudarle a seleccionar una vocaciln que leinterese y un programa de estudio que se ofrezca en EPCC.
Un programa audio-visuali le guiare paso a paso entre las actividadesrequeridas en la estacion que seleccione sobre la ExploraciOn de Carreras.
Las siguientes son las estaciones que ofrecemos:
Campus Valle Verde
1. Anelisis B;fsico de Laboratorio
2. Celculos y Registros de Datos
3. Dibujo Lineal
4. Servicio de Motores
9. Montaie Electr4nico
6. Informatica
7. Albaniler/a
8. Servicios Medicos
9. Servicios de Oficina
10. Maquinista
11. Refrigeracilm y Aire Acondicionado
Campus ga Grande
1. FabricaciOn y Reparacidn de Mequinas
2. Soldadura
Campus
1. Obrero de Chapa de Metal
2. Carpinterfa
LLAME PARA HACER UNA CITA. CON TODO GUSTO LE ASISTIREMOS.
73
ESTACION DE TRABAJOY SITIO
VERSIONESPAROL
GRUPO OCUPACIONALMAS REPRESENTATIVO OTROS OFICIOS TIPICOS
Aire Acondicionado/Refrigeracion
Valle Verde
Analisis Basico deLaboratorio
Valle Verde
/
Calcuto/Registrode Datos
Valle Verde
Dibujo LinealValle Verde
Montaje ElectronicoValle Verde
InformaticaValle Verde
Fabricacion yt
Reparacion de/ .
Maqu tnas
Grande
sf
No
Si
sl
sf
No
No
MecAnico deRefrigeracion
Ayudante Cientffico
Operario.deCalculadora
Dibujante, Aprendiz
Armador/CircuitosImpresos
Operario deComputadoras
Operar3o, Montajede Maquinas deHerfamientas
74
Instalador/Mantenedor deSistemas Ambientales
Mantenedor/Aparatos de GasReparador/Unidad de Refrig.Instalador/Enfriador de
MaquinistaInspector de TrazadoAjustador de Trabajos
ESTACION DE TRABAJOY SITIO
VERSIONESPAROL
GRUPO OCUPACIONALMAS REPRESENTATIVO OTROS OFICIOS TIPICOS
(Fabricacion/Repara-/
cion de Maquinas)
AlbaaileriaValle Verde
Servicios Medicos.
Rio Grande
Servicios deOficina
Valle Verde
Operario, Maquinasde ProducciOn
Valle Verde
Obrero, Chapa deMetal
Transmountain
Servicio, MotoresPequenos
Valle Verde
Si
sI
sl
sl
sl
Aprendiz deEnladrillador
Ayudante deEnfermera
Oficinista,General
Operario, MaquinasInyecciOn-Moldura
Obrero, Aprendiz,Chapa de Metal
Mecanico Automotriz
2
Oper/ario, Montaje deMaquinas
Ajustador de MIquinasOperario de Tornos - Manual
EnladrilladorAlbanil, Bloques de Carbonilla
(Cinder-Block)Reparador, Ladrillo Refrac-
tarioAlbaflil de HornosAjustador de MonumentosAyudante, Ajustador de
BaldosaIndicador de Alforza
Enfermera, Sin TftuloAsistente de EnfermeraAyudante, Terapia FisicaAyudante de AmbulanciaEncargado, Entrada de
Hospital
Oficinista-MecanclgrafoOficinista, Referencia de
CreditoRecepcionistaOficinista de CobrosOficinista, Sala de Hospital
Operario, MezcladoraAjustador de MoldesMoldeado-ComprlesiOnOperario de MaquinasMoldeador de Plancha
Obrero, Chapa de MetalFabricante, Articulos
EspecialesFabricador de Modelos,Chapa de Metal
Cortador, Chapa de AluminioInstalador de ConductosFabricante de Campanas
Mecanico de MotocicletaMeclnico de TallerReplrador de CamionesMecanico de FrIenosAyudante, Mecanico de
MantenimientoAyudante ReparadorAyudante, Ajustador de
Maquinas
ESTACION DE TRABAJOY SITIO
VERSIONESPAROL
GRUPO OCUPACIONALMAS REPRESENTATIVO OTROS OFICIOS TIPICOS
SoldaduraRio Grande
CarpinterfaTransmountain
st
sf
Soldador, de Gas
Ensamblador deArmarios
763
Soldador de CalderaSoldador, ResistenciaSoldador, ArmadorCortador de Llamas,Manual
Soldador, Lfnea deProduccion
Obrero de ContrachapadoEnsamblador de MangosConstructor de Marcos
de MaderaEnsamblador de FerreteriaObrero, Productos de_Mimbre
Ensamblador, Productosde Mimbre
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77
,M
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ompa
re, a
nd d
ecid
e. T
hese
com
pone
nts
prov
ide
the
foun
datio
n fo
r yo
urca
reer
dec
isio
ns. D
on'tl
ust l
obk
at jo
bs th
at"s
ound
goo
d,"
"jus
t pay
wel
l" o
r "s
eem
exci
ting.
" M
ake
a ca
reer
dec
isio
n th
at w
illbr
ing
you
succ
ess
and
fulf
illm
ent.
WH
AT
IS
SE
LF-A
SS
ES
SM
EN
T?
Self
-Ass
essm
ent i
s le
arni
ng a
bout
you
r in
ter-
ests
, abi
litie
s an
d w
ork-
rela
ted
valu
es. T
akin
gan
Int
eres
t Inv
ento
ry w
ill e
nabl
e yo
u to
iden
tify
occu
patio
ns a
nd w
here
you
fit
in th
ew
orld
of
wor
k su
ch a
s w
orki
ng w
ith p
eopl
e,da
ta, t
hing
s, o
r id
eas.
Sev
eral
Int
eres
t Inv
ento
-ri
es a
re a
vaila
ble
to a
ssis
t you
in le
arni
ngab
out y
ours
elf.
EL
PA
SO
CO
MM
UN
ITY
CO
LLE
GE
79
WH
AT
r. C
AR
EE
R
EX
PLO
RA
TIO
N?
Car
eer
expl
orat
ion
is g
ettin
g de
taile
d in
for-
mat
ion
abou
t spe
cifi
c jo
bs a
nd le
arni
ngab
out c
aree
r al
tern
ativ
es. H
ere
are
som
efa
ctor
s yo
u sh
ould
con
side
r w
hen
choo
sing
aca
reer
:
Edu
catio
n an
d tr
aini
ng r
equi
rem
ents
Em
ploy
men
t opp
ortu
nitie
s
Rel
ated
occ
upat
ions
Wor
king
con
ditio
ns
Adv
ance
men
t opp
ortu
nitie
s
Pers
onal
and
fam
ily n
eeds
Sala
ny
job
requ
irem
ents
WH
AT
CA
R-
'RE
XP
LOR
AT
ION
RE
SO
UR
CE
S A
RE
AV
AIL
AB
LE?
Film
stri
psV
ideo
Tap
esC
aree
r an
d oc
cupa
tiona
l inf
orm
atio
nbo
oks
Bro
chur
esC
olle
ge a
nd U
nive
rsity
cat
alog
s an
dre
fere
nce
book
sSc
hola
rshi
ps, G
rant
s, a
nd L
oans
refe
renc
e bo
oks
Voc
atio
nal E
xplo
ratio
n L
ab: T
he h
ands
-on
exp
lora
tion
lab
prov
ides
you
with
a r
ealis
ticw
ay o
f ex
plor
ing
vari
ous
occu
patio
ns. I
t con
-si
sts
of s
peci
aliz
ed w
orks
tatio
ns d
esig
ned
tosi
mul
ate
spec
ific
job
task
s in
an
occu
patio
nal
grou
p. E
ach
stat
ion
incl
udes
an
audi
o-vi
sual
inst
ruct
iona
l pro
gram
for
mat
whi
ch le
ads
you
step
-by
step
thro
ugh
com
plet
ion
of th
e jo
bsa
mpl
es.
WO
RK
STA
TIO
NS
INC
LU
DE
:A
ir C
ondi
tioni
ng a
nd R
efri
gera
tion
Serv
ice
Bas
ic L
abor
ator
y A
naly
sis
Dat
a C
alcu
latio
n an
d R
ecor
ding
Dra
ftin
gE
lect
roni
cs A
ssem
bly
Info
rmat
ion
Proc
essi
ngM
asom
yM
edic
al S
ervi
ceO
ffic
e Se
rvic
es
Smal
l Eng
ine
Serv
ice
80
GOALS
Activity 6: People to watch
Using the 'People to Watch weekly column(El Paso HeraidPost), the facilitator willread the human interest column. Key expressionsand ideas will be selected for group discussion.
The following categories will be explained andused for discussion:
a. accomplishments
b. best asset
c. weaknesses
d. personal goal
e. daily philosophy
After discussion, the participants will be askedto complete the activity page.
s
tett.
GOALSActivity 6: People to watch
Assessment Focus
Oral:
Writing:
Reading:
Goals:
Understands oral directionsExpresses own perceptionsCan narrate a story or eventParticipates in discussion
Reads and understands functional words in contextReads and understands written instructionsDevelops basic sight word vocabularyReads basic sight wordsUses context to determine word meaningCan paraphrase/summarize
Demonstrates competence in reassessing previous goalsDemonstrates competence ii setting new goals
Other information gained:
GOALSActivity 6: People to watch
Name Date
My accomplishments:
My best asset:
My personal goal:
My daily philosophy:
REFERENCES
83
REFERENCES
Anorve, Raul L. "Community-Based Literacy Educators: Expertsand Catalysts for Change.° In A. Fingeret and P. Jurmo(eds.), Participatory Literacy Education. NewDirections for Continuing Education, no. 42. SanFrancisco: Jossey-Bass, Summer 1989.
Fingeret, Arlene. "The Social and Historical Context ofParticipatory Literacy Education.° In A. Fingeret andP. Jurmo (eds.), Participatory Literacy Education.New Directions for Continuing Education, no. 42. SanFrancisco: Jossey-Bass, Summer 1989.
Herrera, J. F. (1986). An investigation into an 'illiterate"urban language community. Unpublished dissertation.Las Cruces, NM. New Mexico State University.
Lytle, Susan L. et. al. 'Learner-Oentered Literacy Assessment:An Evolving Process." In A. Fingeret and P. Jurmc (eds.),Participatory Literacy Education. New Directions forContinuing Education, no. 42. San Francisco: Jossey-Bass, Summer 1989.
Scribner, S. °Introduction to Theoretical Perspectives onComparative Literacy.° In D. A. Wagner (ed.), TheFuture of Literacy in a Changing World. Oxford,England: Pergamon Press, 1987.
