Slides from my presentation for the Read.Write.Act 2012 Virtual Conference If you'd like access to the sample lessons indicated on Slide 18, please message me with your email address. I will send you the link right away.

1. Presenter: Michelle Walker-Wade
New Haven Adult School, Union City CA
http://www.linkedin.com/in/mwalkerwade
SCALE Read.Write.Act
Virtual Conference 2012
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2. Today we will discuss techniques and
instructional strategies for developing and
delivering workplace vocabulary lessons in a
way that is engaging and relevant.
We will look at methods for taking vocabulary
lessons beyond the knowledge and
comprehension levels of Bloom’s Taxonomy,
and into the higher levels of application,
analysis, synthesis, and evaluation.
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3.  Download the slides now or at the end
 Respond to questions in the chat box or in
the polls
 Raise your hand
 Applaud or give a thumbs up
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4. 1. From what city and state are
you joining us?
2. What type of clients, students,
or learners do you currently
work with (or plan to work with
in the future)?
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5.  Vocabulary is fundamental to
every other literacy skill and for
most communication skills.
•Reading •Speaking
•Writing •Listening
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6.  Workplace literacy includes all the basic
skills needed to succeed in any workplace,
such as:
 The ability to read, write, and communicate
 The ability to communicate and follow
instructions, work on a team, and work
within the culture of the workplace
 The ability to gain he skills needed to keep
up with technology
 The overall ability to obtain, retain, and
make progressive steps in the workplace
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7. Based on A 5-Point Scale
4.60 The ability to work in a team structure
4.59 The ability to verbally communicate with persons inside
and outside the organization
4.46 The ability to obtain and process information
4.04 The ability to proficiently work with computer software
3.65 The ability to create and/or edit written reports
Source: www.naceweb.org/job_outlook_2012
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8. How do these employer wants relate
to the need to provide focused, in-
depth workplace literacy
communication skills?
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9.  How can educators and literacy advocates
provide learning opportunities that:
 Are relevant for today’s workforce?
 Are engaging and appropriate for our
population of learners?
 Have enough breadth and depth to
prepare them to meet their employer’s
needs?
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10. 1.Select Relevant Content
2.Provide Instruction for
Vocabulary Development in
Conjunction with other Skills
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11.  Identify the industry and job titles most
applicable for your student demographic
given the labor market needs in your area.
 Look for realia.
◦ Published textbooks are great IF they have
what you need; but don’t just stick to
published textbooks. Use real-life materials.
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12. Where can you find realia?
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13.  Example: We had several students looking to
work in food services
◦ I created a series of lessons covering
communication skills for:
◦ The waiter/waitress, host/hostess, and the
Café Barista
 We had similar needs for entry-level office
work, healthcare, retail, hotel housekeeping,
janitorial services, and a salt manufacturing
plant.
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14.  Vocabulary development must go beyond
basic knowledge and comprehension levels
(referring to Bloom’s Taxonomy levels)
 When vocabulary instruction and outcomes
only require learners to memorize, recall,
define, match, select, rephrase, or explain
vocabulary, the learner is not yet ready to use
the new words with fluidity and ease.
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15. Share what you know about Bloom’s
Taxonomy levels.
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16.  Effective Vocabulary development instruction includes:
 Defining, matching and explaining verbally and in
writing
 Discussing in the current context as well as in a
different context
 Using vocabulary in writing and in dialog
 Associating vocabulary with images from real life
 Examining vocabulary in “what-if” scenarios
 And more…
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17.  Lessons were created for higher-level ESL
 Differentiation, wrap around lessons and activities
were added as needed
 Instructors took their time delivering instruction,
stopping to add-in any resources and realia as
needed
I’ve sited the source materials used to create these lessons right on the
lessons themselves.
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18. Click to open a pdf of the
sample lesson
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19. 1. Teaching words before they appear in a text
2. Discussing words in context
3. Reading and analyzing words in realia
4. Seeing words as used in word chunks
5. Post-reading activities with vocabulary use
requirement
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20.  Vocabulary Discovery Charts
◦ Predict, define (in context), discover, and
associate
 Flash cards with text and visuals
◦ See & say, see & read, bingo, concentration, other
pair share activities
 Dialog
◦ Hear dialog, participate in dialog, repeat dialog,
write dialog, present dialog
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21.  Word chunks (collocations)
◦ Examine words as seen in common phraseologies
 Idioms
◦ Discuss words as seen in common idioms
 Regular review of past vocabulary
◦ Post a running list, vocabulary wall of post-its –
you can do all kinds of warm-up, pair share, free
writing, and internet research activities
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22.  Teach or reinforce word groups
◦ Example: Pay, paying, paid | Help, helpful,
helping
◦ Example: tip and gratuity | barista and bartender
 Teach prefixes
◦ Example: happy customer, unhappy customer
◦ Example: heat, reheat | sell, upsell
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23. EXAMPLE ACTIVITY INSTRUCTIONS
 Working independently, place your vocabulary
words in the appropriate category.
 After everyone has finished, examine the diagram.
Ask other students for clarification about the
placement of any vocabulary words they may not
agree with.
 Ask the student who placed the word to explain
and defend the placement of the vocabulary word.
 Collaborate with your group and decide if
vocabulary word should be placed in a different
category.
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24. JOB-RELATED VOCABULARY: HEALTH CARE – FOOD SERVICES – HOTEL SERVICES
Accommodations Guest Register
Acute Beverage Reservation
Arriving Hospitality Room
Prep Housekeeping Safety
Chronic Inventory Service
Consumption Lodging Skin
Cook Menu Team
Customer Nutrition Therapeutic
Diagnosis Patient Tips
Facilities Recipes Unit
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25. Job-Related
Vocabulary
Hotel Services Food Services
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26. Job-Related Health Care
Vocabulary
Hotel Services Food Services
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28. Which statement about strategies/ideas gained from this workshop is
most true for you?
1. I gained SEVERAL strategies and ideas for teaching
vocabulary that I can immediately put to use
2. I gained A FEW strategies and ideas for teaching
vocabulary that I can immediately put to use.
3. I gained ONE strategy or ideas for teaching vocabulary
that I can immediately put to use
4. I did not gain any strategies and ideas for teaching
vocabulary that I can immediately put to use.
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29. Thank You For Participating!
SCALE Read.Write.Act
Virtual Conference 2012
Presenter: Michelle Walker-Wade
Where to Find Me
LinkedIn: www.linkedin.com/in/mwalkerwade
Wordpress: workplacelit4adults.wordpress.com
Facebook: www.facebook.com/mwalkerwade
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