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This document, which was developed as a cooperative effort between the business and education communities in Denver, presents an English-as-a-second-language curriculum for service helpers in full-service and fast food restaurants. The curriculum consists of five lessons targeted toward high intermediate to advanced nonnative speakers who work in peripheral hotel food service jobs and have limited but important contact with hotel guests. Each lesson contains some or all of the following: lesson plan detailing lesson objectives and the step-by-step procedures entailed in conducting the lesson activities; learning activities; student handouts; teacher's suggestion page(s); and narrative for teachers to read to their class. Topics covered in the five lessons are as follows: favorite restaurants; proper demeanor of a restaurant helper; good image and polite language; a birthday meal at a fast service restaurant (the deli menu and food orders, ordering food when dietary restrictions are an issue, and creating and practicing dialogues); and an anniversary meal at a full-service restaurant (special meals, the menu, creating dialogues). Appended are the following: guidelines for teaching vocabulary and spelling; optional activity devoted to image, impression, reputation, and polite language; "chunking" activities to aid reading and speaking; and technique for teaching words of frequency. (MN)

This workbook suggests six problem-solving steps to help employees in workplace literacy programs learn how to solve problems: identify the problem; clarify goals; examine alternatives; choose; act; and evaluate and react. Fifteen problem scenarios are provided for group efforts in problem solving. A problem-solving questionnaire and questionnaire results from people in various fields of teaching are also included. (KC)

This guide was designed to help English-as-a-second-language (ESL) instructors teach work-related language. All the language areas in the guide address communication situations that ESL students would be likely to encounter in the workplace. The guide is divided into departments at the worksite where conversations between non-native English speakers (who work in the health, manufacturing, and service industries) and native speakers might occur. These departments include the following: break room and cafeteria; central supply or warehouse; conference room or meeting room; employee resource center; environmental services; gift shop; hallway; health center; payroll and benefits; personnel or human resources; security; supervisor's or manager's office; training and development; union hall; and workfloor. Learning activities consisting of focus, level, activity, vocabulary, handout, and information sheets are included for each department. The guide also includes a list of workplace competencies in the categories of social interaction, health and safety, giving and receiving instructions, telephone communications, asking and answering questions and requests, and pay and benefits. (Contains a list of 72 resources.) (KC)

This document is the teacher's edition of a learning module designed to help nonnative English speakers develop basic workplace reading and writing skills. It was developed by educators from the Emily Griffith Opportunity School. The curriculum presented in the module is job specific and intended to serve as an example of how reading and writing might be taught to nonnative English speakers at a manufacturing worksite. Included in the manual are a foreword outlining the module's objectives and scope and sets of instructor notes and handouts on the following topics: skills assessment, needs assessment, general writing, company policy and forms, messages and notes, and spelling and grammar. The final section consists of brief notes and handouts for a final evaluation of students' written and verbal skills. A total of 28 handouts are included. (MN)

Developed by educators from the Emily Griffith Opportunity School, this teacher's guide was developed for a 4-hour workshop to teach employees how to read the charts and graphs they need in the workplace. The unit covers four types of graphs: pictographs, bar graphs, line graphs, and circle graphs. The guide is divided into four sections: reading charts, reading graphs, reasons for using graphs and charts, and a vocabulary exercise. Sections include information and problems to solve, with content drawn from a hospital setting. An answer key is provided. Contains 3 references. (KC)

Developed by educators from the Emily Griffith Opportunity School, this teacher's guide presents a course in health care vocabulary for secretaries, medical records personnel, laboratory assistants, shipping personnel, and patient relations personnel in health care facilities. The course, which should require 10-14 hours of instruction, contains lessons that cover the following topics: introduction--medical systems, word parts, Greek and Latin derivatives, prefixes and suffixes, common medical terms, and mnemonics. Half of the lessons are devoted to review and practice activities; pre- and post-tests and an evaluation section are also included. Lessons consists of a topic, objectives, instructor information, materials (multiple handouts), and activities with teacher notes. Contains 13 suggested medical resources. (KC)

Developed by educators from the Emily Griffith Opportunity School with input from employees--both workplace literacy students and nonstudents--this guide contains activities for teaching health and hygiene on the job. Flowing from a perspective of respecting cultural diversity and guided by a common thread of good work practices, the activities cover the following eight topics: the Martin Luther King story; asking personal questions; gestures; foods, odors, and stains; new information for a new job; personal hygiene objects and how they are used; medicine chest; and on-the-job communication. Lessons include activities and student handouts. (KC)

This document is the facilitator's edition of a curriculum designed to be presented as a four-session workshop for customer service and credit department employees of a manufacturing company. It was developed by educators from the Emily Griffith Opportunity School. The workshop is designed around a basic communication model incorporating the three components of listening, discussing, and acting. It reviews communication skills that workshop participants may already have and offers strategies that may be used in more complicated situations. All of the materials and learning activities presented are applicable to both telephone and face-to-face communication and are designed to reinforce listening and conflict resolution skills. Each of the 4 workshop sessions included is designed to be competed in 2 hours. The primary objectives of the four sessions are as follows: identify communication difficulties and introduce the basic communication model; define and practice "active" listening techniques; identify and practice discussion/problem-solving strategies, including effective responses to criticism; and identify and practice techniques to conclude conversations, follow through on promised actions, and resolve conflict. Each section contains some or all of the following: objective, list of materials needed, detailed outline of procedures for facilitators to use in conducting activities, student handouts, and flipcharts. (MN)

Developed by educators at the Emily Griffith Opportunity school, this teacher's guide presents a 2-hour workshop to introduce employees in entry-level positions to the concepts and vocabulary of Total Quality Management (TQM). The guide is divided into an instructor's section and a section of 24 handouts for the participants. (Handouts can also be used as flipcharts or overhead transparencies.) Topics covered include the following: what is TQM?; how good is good enough?; TQM and the healthcare system; why TQM should be used; four parts of TQM; empowerment; defining and solving problems; brainstorming; and team roles and processes. (KC)

This document is the instructor's edition of a learning module that is designed to be presented as an 8-hour workshop to help workers master the skills needed for effective writing in the workplace. It was developed by educators from the Emily Griffith Opportunity School. The workshop materials are designed to enable participants to do the following: apply the various steps of the writing process (planning, drafting, and revising) to their writing needs in the workplace; use principles of business composition (including direct language and positive tone); integrate principles of organization and formatting to produce and enhance business documents; and write collaboratively with other employees. The following materials are included: overview of the workshop's objectives and scope, instructor's notes, participant's package, and a list of resources. Included in the instructor's notes section are a workshop agenda, outlines for each of the workshop's two sessions, and answer keys to the participant handouts. The participant's package contains a workshop agenda and 22 handouts. Contains six references. (MN)

Developed by educators from the Emily Griffith Opportunity School, this teacher's guide presents an 8-hour course in writing for police officers. The course is designed to help officers improve the accuracy and appearances of their reports and to help them take responsibility for becoming more independent writers. Each of the four lessons in the course focuses on an area of writing that will give the writer the tools to become a more accurate, concise communicator: sample reports and business letters; grammar, punctuation, and spelling; report writing and writing organization; and editing reports. Lessons consist of objectives, materials lists, time needed, learning activities, and handouts. An appendix contains additional sample reports that students can use to practice editing; handout answer keys are provided. Contains eight resources. (KC)

Developed by educators from the Emily Griffith Opportunity School for a workplace literacy program for a large county agency, this teacher's guide integrates collaborative learning techniques and research into teaching the writing process. Techniques include whole group activities and discussions, partner activities, team activities, and peer editing. The 10-week course contains 20 lesson plans covering the following topics: introduction, course overview, needs assessment, and writing samples; the writing process; principles of composition (active vs. passive voice); principles of composition II; levels of edit; memo revision and editing; principles of organization, and effective use of headings and graphics; copyediting; midterm writing assignment; peer editing; individual writing conferences; principles of wording and phrasing; principles of tone I and II; principles of persuasive writing--resumes; interviewing resume partners; peer editing of resumes; principles of persuasion--cover letters; cover letters II; and closure, evaluations, and certificates. Lesson plans consist of objectives, activities, supplementary materials, suggested time, learning activities narrative paired with instructor's notes, and student handouts. (KC)

This module was developed by educators from the Emily Griffith Opportunity School. Designed for a broad spectrum of employees at a health care facility for the elderly, this three-session workplace literacy workshop is designed around a basic three-part communication model that includes listening, problem solving, and follow-up, along with a customer service focus. It provides a review of communication skills that participants may already have and offers strategies that may be useful in more difficult or complicated communication situations. The three 1-hour sessions are designed to be presented by two facilitators in order to demonstrate both positive and negative communication situations using role play. Session 1 provides an overview of the workshop and an introduction to the three-part communication model. Concepts and skills are introduced with the aid of flipcharts and handouts. Each of the workshop lesson plans contain the following: facilitator's notes, materials needed, room set-up, and a step-by-step narrative of the lesson activities. Workshop evaluation handouts are also included. (KC)

Developed by educators from the Emily Griffith Opportunity School for a workplace literacy program for the nutrition areas of a health care organization, this teacher's guide for a 4-hour workshop concentrates on teaching employees how to learn. Materials are presented in one 4-hour workshop. Learning strategies based on Neuro-Linguistic Programming (NLP), whole brain, and Educational Kinesiology technologies are discussed. Examples of materials to be learned are taken from culinary content areas. The materials include activities to help students "meet their mind" and teacher's information. Lessons includes objectives, materials, suggested time limits, and activity narratives. Six appendixes contain the following: meet your mind questions, brain warm-ups, about flying fish (picture-story activity), eye accessing questions, spelling strategy, and a sample class announcement. Handouts are provided for activities. Contains seven references. (KC)

Focusing on thinking skills, this guide, developed by the educators at the Emily Griffith Opportunity School, is designed to help employees to understand more and understand better what they read and to solve problems based on that understanding. The guide is designed for approximately 15-20 hours of instruction for low- to midlevel readers. It is organized in three parts. Part I offers strategies for solving common reading problems as well as strategies for forming good reading habits. Part II contains short activities for employees to practice their reading and thinking skills (with an answer key). Part III contains an alphabetical list of vocabulary words, a list of resources, and a practice page for readers to make notes or comments on the guide. Each lesson consists of the following key areas: topic, background, objective, facilitator instructions, materials, student activity, critical thinking discussion, more practice, and vocabulary. Contains 11 references. (KC)

This document is the teacher's edition of a learning module designed to help nonnative English speakers develop basic workplace mathematics skills. This module was developed by educators from the Emily Griffith Opportunity School. The math curriculum presented in how math might be taught to nonnative English speakers at a manufacturing worksite. Included in the manual are an introduction outlining the module's objectives and scope, eight session outlines, an appendix explaining basic differences between the mathematical conventions used in the United States and in other countries, and an answer key. The following topics are covered in the session outlines: basic math problems, basic operations, story problems, estimation and averages, decimals, standard allowed minute, division of decimals, and piece rate formulas. Each session outline contains some or all of the following: objective, lesson plan listing all of the session's learning activities and procedures for presenting them, and student handouts (learning activities). (MN)

Developed for a workplace literacy program by educators from the Emily Griffith Opportunity School, this teacher's guide presents a 4-hour memo-writing workshop to introduce participants to the writing process. The guide is organized in two sections. The first section covers prewriting, freewriting, brainstorming, and clustering; the second section covers paragraphs, first drafts, memos, revision, editing, and final draft and evaluation. Sections include an objective, activities, and practice. (KC)

This learning module is intended to improve the spelling, reading, and writing skills of health care industry employees by enhancing their word usage skills. The module, which is designed to be presented in a 32-hour course of eight 2-hour biweekly sessions, is divided into two parts. The initial part emphasizes the development of new learning strategies for recognizing and using word patterns as an aide to spelling and vocabulary building, and the second part focuses on the ways words function to form phrases, clauses, and sentences. The first part of the module contains general and instructional introductions, a goal, abbreviated and detailed strategies for teaching spelling and vocabulary, and guidelines for teaching phonics patterns. Among the topics covered in the individual session outlines are recognition of various spelling patterns, use of dictionaries and their use, use of various parts of speech, Latin and Greek roots, and writing job descriptions. Each session outline includes some or all of the following: objective; list of required materials; list of activities and their allotted times; instructional materials in the form of text, word lists, charts, and/or diagrams; and learning activities. (MN)

This learning module reviews basic mathematics operations involving fractions and decimals and explains the use of the percent wheel in solving percent problems. The module, which was developed for use in a course of six 2-hour sessions for hospital employees working in the environmental services and nutritional services departments, is intended to enhance basic math skills and develop reasoning and problem-solving skills. It consists of a series of session outlines and activities in which students are asked to use workplace- or home-related situations to set up word problems involving fractions, decimals, or percents. The following topics are covered in the sessions: estimating/rounding, problem solving, operations involving fractions, fraction word problems, decimal skills and decimal word problems, and percent skills and percent word problems. Each session guide includes some or all of the following: objective, list of required materials, instructor's notes pertaining to the session learning activities, session introduction, instructional text, and one or more learning activities. Concluding the module is an answer key. (MN)

This learning module is intended to improve the writing and business communications skills of individuals working in health care occupations. The module, which is designed to be presented in a 6-week course of twice weekly 2-hour sessions, targets an audience with basic grammar and punctuation skills but no formal introduction to the process of writing. Included in the module are nine lessons that are structured so as to walk employees through a simple five-step writing process from generating ideas to developing their final written form. The following topics are covered in the individual lessons: freewriting; brainstorming and organization; guided writing, the relevancy test, and sentence types; simple and compound sentences and first drafts; parts of a paragraph and paragraph organization; cause and effect, comparison and contrast, simple listing paragraphs, and transition words; the revision process; editing; and the final draft and evaluation. Each lesson includes some or all of the following: objective, learning activities, quiz, instructional text and/or transparency masters, teaching notes, and practice exercises. Concluding the module is an answer section. (MN)

This module is designed to enhance employees' problem-solving abilities by improving their communication skills. The module, which is designed to be presented by a single facilitator in six weekly sessions, focuses on three areas of communication: listening, discussing, and acting. Covered in the module sessions are the role of communication and problem solving in the workplace and the following steps of the problem-solving process: identifying the problem, analyzing it, generating and selecting potential solutions, planning and implementing the solution, and evaluating the solution. Each session outline includes an objective, list of supplemental materials required, session time, activity guidelines, and facilitator's notes. Four handouts are also included. A five-page hands-on sample of an authentic workplace problem is provided along with the problem-solving steps employees took to solve it. A glossary of problem-solving terms and a list of recommended resources conclude the module. (MN)

This learning module is intended as a worksite-specific example of a curriculum that addresses the specific job-related language needs of nonnative speakers of English. The module, which is designed to be presented in three 10-week sessions, focuses on different parts of the work orders typically encountered by workers in two different departments of a manufacturing company. The first session focuses on general information about work orders and identifying important information, and the second session focuses on fabrics, fabric colors and abbreviations, and style numbers. In the third session, the terminology covered in the first two sessions is applied to company operations, including identification of thread colors and headwear styles. Each session outline contains some or all of the following: an objective, list of session topics, list of materials needed, suggested activities, alternate activity, evaluation activities/criteria, and handouts. Also included is a critical tasks list. (MN)

This resource book on Spanish and English names, origins, and meanings gives the teacher background material for developing bilingual classroom activities. Knowledge of one's name is important for developing self-concept in a bilingual-bicultural education program. Section one contains a history and development of surnames. Section two traces the origin and development of Spanish surnames. Section three examines the symbolism and heraldry of coats of arms. Section four provides the origin and meaning of selected common names of families in Denver's west side. Sections five and six give common English names, their Spanish equivalents, and Spanish aids to pronunciation. Sections seven through nine provide learning activities for primary and intermediate grades which include bilingual games and songs. Section ten provides teacher and student resource suggestions. The appendix includes Spanish place names in Colorado and a Colorado map. (DE)

The objectives and the scope and sequence for the elementary school mathematics program of the Denver Public Schools (Colorado) are presented. The guide begins with a statement of the philosophy and general objectives of the K-12 mathematics program and a discussion of the methods of achieving those objectives. Several important ideas and concepts in the teaching of mathematics are described. A scope and sequence is presented which lists student objectives for each level from kindergarten through sixth grade under the following topics: (1) mathematical sentences; (2) number and numeration (whole numbers); (3) operations (whole numbers); (4) number and numeration (rational numbers); (5) operations (rational numbers); (6) geometry; (7) measurement; and (8) graphs, charts, and tables. Mathematics vocabulary words are listed with recommendations for introducing each word at either the primary or intermediate level. Following a statement of philosophy on teaching mathematics in kindergarten, an extensive grade-level outline is presented which further defines the objectives contained in the scope and sequence, this time combining the objectives for the various topics together for each grade level. The outline also relates each objective to activity resource guides which are listed as Denver Public Schools resources. The appendix provides descriptions and prices for these resource materials. (DC)

The handbook was intended to help teachers of pupils with emotional and/or behavioral disorders teach daily living and coping skills. An initial section describes basic assessment and intervention strategies, noting the use of a social/emotional objectives checklist and a sample affective unit on living with fear. The checklist is presented with objectives listed for self-concept, self-esteem, social skills, work habits and organization, and problem solving and decisionmaking. Chapter 2 addresses surviving school outside the special education classroom, listing goals for appropriate mainstream behavior and extracurricula participation. Chapter 3 briefly examines decision making as a problem solving strategy. A discussion of role playing in the classroom is followed by a review of behavior management systems, including point systems, contracts, notebooks, and behavior tallies. A list of 28 resources concludes the document. (CL)

The guide is intended to provide information on appropriate programing for elementary and secondary pupils with either perceptual/communicative or emotional/behavioral disorders. The guide, which is patterned after regular education objectives, offers comprehensive task analysis in four content areas (subtopics in parentheses): (1) readiness skills (visual, auditory, motor channels); (2) mathematics (whole numbers, rational numbers, decimals, percents, geometry, money, calendar, time); (3) language arts (communication skills, reading, written language); and (4) daily living skills (transportation, finances, forms and applications, consumerism, telephone use, health and safety). Objectives within each domain are offered to assist in the development of goals and short term objectives as well as the evaluation of classroom materials for completeness of content and sequencing of skills. (CL)

This teacher resource book describes the Spanish-Mexican contribution to the cattle industry, rodeo, and cowboy culture. It provides background material, resources, and activities for developing a bilingual-bicultural education course for primary, intermediate, and upper grades. The first three sections discuss the cattle industry, American rodeo, and its Hispanic heritage. Section four contains examples of Spanish language contributions to western cowboy culture. Section five examines the history of the horse in North America, and the Spanish-Mexican horseman known as the "charros." Section six describes the "charreria", or the Spanish-Mexican horsemanship events, and compares them with the American rodeo. Section seven briefly describes the local Denver and Pueblo, Colorado, Charro Associations. Sections eight and nine provide songs, poems, and riddles of the Spanish-Mexican cowboy. The final three sections contain resources and learning activities on Spanish-Mexican contributions for primary, intermediate, and upper grades. (DE)