lsal-sample.pdf

7/28/2019 lsal-sample.pdf

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Life Skills Academics: Literacyby Ellen McPeek Glisan

Edited by Tom Kinney

Design, Photography and Illustrations by Beverly Potts

Special thanks to the author for custom photography

An Attainment Company Publication

2003 Attainment Company. All rights reserved.

Printed in the United States of America

ISBN: 1-57861-496-1

P.O. Box 930160

Verona, Wisconsin 53593-0160 USA

1-800-651-0954

www.AttainmentCompany.com

Reproducible resources within the material may be photocopied for personal or educational use.


3/16Table of Contents Life Skills Academics: Literacy 3

Unit 1Add/Subtract Table of ContentsLife Skills AcademicsLITERACY

Program Overview . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

How To Use This Book . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .5

TEACHERS GUIDE

Unit 1: Oral Communication . . . . . . . . . . . . . . . . . . . . . . . . . .6

Unit 2: Reading Comprehension . . . . . . . . . . . . . . . . . . . . . . .8

Unit 3: Summaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Unit 4: Sentences and Paragraphs . . . . . . . . . . . . . . . . . . . .12

Unit 5: Grammar and Punctuation . . . . . . . . . . . . . . . . . . . .14

STUDENT WORKSHEETS

Unit 1: Oral Communication . . . . . . . . . . . . . . . . . . . . . .17-26

Unit 2: Reading Comprehension . . . . . . . . . . . . . . . . . . .27-36

Unit 3: Summaries . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .37-46

Unit 4: Sentences and Paragraphs . . . . . . . . . . . . . . . . .47-56

Unit 5: Grammar and Punctuation . . . . . . . . . . . . . . . .57-66

Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .67-71


4/164 Life Skills Academics: Literacy Teachers Guide

Program Overview TeachersGuide

Book Unit Life Skills Academic Skills

Math

Health

Literacy

Add/Subtract

Multiply/Divide

Measurement

Decimals

Percents

Risky Behaviors

Personal Hygiene

Mental Health

First Aid

Illness

OralCommunication

Comprehension

Grammar andPunctuation

Summarizing

Writing Sentencesand Paragraphs

Figuring basketball statistics, using tallies, readingcharts and transferring numbers between charts,using a calculator, using newspaper sports statistics

Sizing recipes,Determining how to use spaces

Arranging furniture, Using a rule,Using a measuring cup, Sizing a recipe,Representing a room and furniture on a grid

Using a calculator,Making budget and shopping choicesStaying within a budget

Understanding weather reportsMaking weather-related decisionsFiguring sales prices, Figuring test grades

Making personal choicesMaking graphsUnderstanding consequences

Making plans to improve your personal hygieneRecognizing how personal hygiene relates to otheraspects of your world

Making good choicesDealing with problemsLearning from mistakes

Knowing how to keep kids safeMaking wise health decisionsKnowing if a band-aid is enough

Making good choices about when to stay home sickKnowing how to give yourself the best chance to getover or avoid an illness

Understanding that slang is not understood by allKnowing when to use and not use slangBeing able to talk without using slang

Understanding signsGetting useful information from signs

Creating a sign to meet a need

Understanding and giving movie, TV, and activitysummariesUsing summaries to communicate with and helpothers

Keeping private information out of e-mailsWriting meaningful e-mail subject linesWriting well-written e-mails

Writing and editing your own writingsEditing others writings

AddingSubtractingUsing logic

MultiplyingDividingUsing logic

Converting measurement unitsDrawing to scaleCalculating volumeUsing linear measurements

Adding and subtracting decimalsFinding averages (dividing decimals)Identifying greater than/less thanRounding decimals

Figuring percentages within a group of peopleFiguring percentages using given numbers

Differentiating between good and bad choicesUsing logic

Identifying hygiene categoriesIdentifying unclean traitsSolving hygiene problems

Setting realistic goalsUnderstanding positive self-talkIdentifying ways to keep busy

Learning to talk about problems

Using a first aid kitKid-proofing a houseDealing with emergencies

Identifying signs of illnessKnowing when you might make others illMaking health choices

Interpreting slangIdentifying acceptable uses of slang

Reading, comprehendingWriting definitions

Identifying specific sign locationsWording Signs

Identifying, writing, and judging summariesWriting specific-size summariesLocating real-world summaries

Identifying meaningful e-mail subject linesEditing e-mailsDifferentiating: private/not private

Using end-punctuation properlyCapitalizing correctlyPlacing commas properlyChoosing words correctly


5/16Teachers Guide Life Skills Academics: Literacy 5

How To Use This BookTeachersGuide

LESSON 8:Review and complete,

as desired, OtherExamples of This

Academic Skill in DailyLifeand Follow-up

Activitieson theteachers guide pages.

Use each unit in this book to generate 8 lessons as described below.For clarification, refer to the following sample pages.

LESSON 1:Present theIntroductoryLesson fromthe teachersguide.

LESSON 3:

As a group, read and

discuss the story.

LESSONS 4 TO 6:Have students

completeThinking It Out

exercises #1 to #4from the student

worksheets.As a group,

check theanswers.

LESSON 7:Have students

complete Using theSkills in Your World

from the studentworksheets. As agroup, check the

answers.

LESSON 2:HavestudentscompleteLooking atLifeand SkillReviewfromthe firststudent

worksheet.As a group,check theanswers.

Unit 1: Oral Communication TeachersGuide

6 LifeSkills Academics: Literacy Teachers Guide

IntroductoryLesson

Ontheboard,copytheslangwordsfromthe

left-handcolumn below. Askstudents to

guessthemeaningsanddecadeduring

whicheach wasfirst popularlyused.

TeachingSuggestions

1. Page22Havestudentssharethe

sentencesthey write.

2. Page23Discussthemeaningofthe

slangintheactivitytitle.(LookSee

meanstakealook.)

3. Page25Havestudentssharethe

sentencesthey write.

4. Page26Makeacharttosummarizethe

slangwordsthestudentschoosetouse.

Inthefirstcolumn,writetheslangterms

andphrasesthestudentsused.Inthe

secondcolumn,writethedefinitionsof

theslangterms.

OtherExamplesofOralCommunication

inDailyLife

1. Talkingandwritingwithoutusingslang

2. Identifyingdifferencesinthewaypeople

fromdifferentpartsoftheU.S.talk

3. Usingslangtoadd colortocasual

conversation

4. Understandingslangusedbyothers

LifeSkill Objectives

Understandingthatslang isnotunderstoodbyall

Knowingwhentouseandnotuse slang

Beingabletotalkwithoutusingslang

AcademicObjectives

Interpretingslang Identifyingacceptableuses

ofslang

SlangWord Meaning F irstUse

shut-eye sleep 1920s

moola money 1930s

m ur de r v er y di f fi c ul t 1 94 0s

holycowshowof

amazement1950s

ends shoes 1960s

n ut s an d bo lt s t he b a si c s 1 97 0s

StudentWorksheets LifeSkills Academics: Literacy17

Looking at LifeUnit1OralCommunication

1. Listthreesituationswhereyouoftenhearslangused.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. Listthreesituationswhereyourarelyhearslangused.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Skill ReviewUnit1OralCommunication

Underlinetheslangwordsor phrasesusedinthesesentences.Thenrewritethesentenceswithoutusinganyslang.

1. Letsgrabsomelunchandduckintotheartroom.

__________________________________________________________________

__________________________________________________________________

2. Melvinblewhistopwhenhe sawthepricewashighwayrobbery.

__________________________________________________________________

__________________________________________________________________

18 LifeSkills Academics: Literacy StudentWorksheets

Shooting the Breeze Unit1OralCommunication

Danielleranintostudyhalljustasthebellrangandploppeddown

nextto Carmen.Phew!Daniellesaid,Thatwas close!Talkabout

cuttingcorners!

Yeah,well,Old ManKruegerwouldveclippedyour wingsifyou had

beenlate.I sawhimwatchingyou withthosedagger eyes,Carmensaid.

Thenshecontinued,Hey,Danielle,thisis Irmgard.Shesournew

exchangestudentfromGermany.

Hi,Irmgard,Daniellesaidwith asmile.

Irmgardsaid,Hi, Danielle.Thenshe asked,Isour teachersoold?

Whatdoyoumeanisheso old?Daniellesaid.

Youcalledhim OldMan Krueger.Ithoughtyoumeant heis old,

Irmgardanswered.

No,Danielleexplained,Itisntsomuch thathesold. Itis justkind

ofawayof sayingthatateacherisntalwaysveryfriendlytous.

Oh,Irmgardsaid,Itis slang,no?

Yeah,Daniellesaid,Itsslang.

Ohlook,Danielle,Carmeninterrupted,Thewickedprincess is

lookingatus.

Irmgardlookedinterestedas sheasked,Which oneis thewicked

princess?Is herfathera king?

No,youfruitcake, Carmenlaughed,Shesjusta snot,thatsall.

Atthatpoint, Mr.Kruegerdemandedthat theremainderof studybe

non-talking,sothe girlsputtheir nosesto thegrindstone.Whenthebell

rang,Irmgardasked Daniellefordirectionsto Room145.After agreeing

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46 LifeSkills Academics: Literacy StudentWorksheets

Using the Skills in Your World Unit3Summaries

DIRECTIONS:Findanexampleofeachofthefollowingtypesofsummaries .Intheright

column,write whereyoufound thesummaries.

1.Summaryoftheitemsincludedinameal

2.Summaryofamovie

3.Summaryofabook

4.Summaryofamathclass

5.SummaryofaTVshow

6.Summaryofane-mail

7.Summaryofitemsonsaleatastore

8.Summaryofaballgame

9.Summaryofajob

10.SummaryofcontentsofaCD

TeachersGuide LifeSkills Academics: Literacy13

Unit 4: Story/DiscussionTeachersGuide

StorySynopsisManie and Marty meet when Marty travels from California to Illinois to visit her

aunt who is Manies neighbor. When Marty goes back home, the two girls remain close

friends as they keep in touch and support each other through e-mails.

DiscussionQuestions(Answerswillvary.Theyareprovidedtoclarifytheintentofthequestions.)

1. Why do some e-mail subjects start withRe:?

Re:standsforreplyandisautomaticallyplacedinfrontofasubjectlinewhenthereplybuttonishit.Itcanalsomeanreference,asinreferenceto.Businessletters frequentlyhave asubject linethat beginswith Re:to letthe readerknowwhat theletterisabout.

2. Since these e-mails are casual chatting between two friends, should the girls in the storytake the time to read over what they have written? Explain your reasoning.

Yes,becausemanymistakesaremadewhentyping.Evenifan e-mailis personalandcasual,themessageisimportantenoughtobesurethatits typedasintended.

3. Marty and Manie forgot to use spell check on one of their e-mails. Which e-mails do youthink they forgot to spell check? What changes, if any, do you think spell check hasbrought about in the way people write?

Theyforgottospellcheck10and15.Somepeoplearelesscarefulwiththeirspellingsincetheyknowthecomputerwillcheckitforthem.Also,somepeoplearebecomingpoorerspellerssincetheydonthavetogiveitmuchthought.Ontheotherhand,somepeoplecaneasilyproducewrittenworkwithoutspellingerrors .

Follow-UpActivities

1. Have studentswrite in daily journals.Have them use pencilsso they can edittheir work and easily make corrections.

2. Create an activity sheet with a mix ofsentences and fragments. Have studentsidentify the fragments and turn them into sentences.

3. Have students write short stories and peer-edit each others work.

m :

.

a. Makesuretoshutthisdoor

behindyouwhen yougo

throughit.

b. Watchoutoverhead--itisnot

ashighasmightbeneeded.

c . Truc kspi c kuploa d so f

finishedproductsanddeliver

loadsof rawmaterials.

d. Gointhisdirectionifyouare

visitingthecompanyand

lookingfora receptionistor

someinformation.

e. Onlypeoplewithproper

paperscanenter through

thisdoor.

f . Y ouc a n g et sn ac ksa nd

drinkshere.

___ 1.

___ 2.

___ 3.

___ 4.

___ 5.

___ 6.

RESTRICTED

AREAID REQUIRED

VENDING

MACHINES

LOADING

DOCKS

LOWCLEARANCE

KEEP DOOR

CLOSED

FRONT OFFICE

m :

. .

EAR PLUGS

REQUIRED

EMPLOYEES

ONLY

BUS

STOP

ELEVATOR

EMERGENCY

EXIT

ONLY

EXIT

1.

_____________________________________________________

_____________________________________________________

_____________________________________________________

2.

_____________________________________________________

____________________________________________________

_____________________________________________________

3.

_____________________________________________________

_____________________________________________________

_____________________________________________________

4.

____________________________________________________

_____________________________________________________

_____________________________________________________

5.

_____________________________________________________

_____________________________________________________

_____________________________________________________

6.

_____________________________________________________

_____________________________________________________

_____________________________________________________

m :

DIRECTIONS:Matchthesesignstoplaceswheretheymightbefound.Somecan

befoundinmorethanoneoftheplaces .

A. ona usedcar

B. in a restaurant

C. inagrocerystore

D. nearthedoorsofastore

E . i n a ho te l

F. a t a ba nk

G. inaparkinggarage

H. inaclothingstore

I . o n a hi ghway

J . i n t heo pen ar ea ofa ma ll

K . i n a ho spi ta l

L . o n a c i ty st reet

__ 1. __ 2. __ 3.

__ 5. __ 6.

__ 7. __ 8. __ 9.

__ 4.

__ 11. __ 12.__ 10.

OneWay

Compact

Cars

ONLY

Drive

ThruWash

Hands BeforeReturning to

Work

SPEEDLIMIT

55FOR

SALE

NO

CELLPHONES

CheckOut

No

Pets

Allowed

CLEARANCE

NO

PARKING ATM

m :

.


6/16Student Worksheets Life Skills Academics: Literacy 17

Looking at LifeUnit 1OralCommunication

1. List three situations where you often hear slang used.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

2. List three situations where you rarely hear slang used.

__________________________________________________________________

__________________________________________________________________

__________________________________________________________________

Skill ReviewUnit 1Oral

Communication

Underline the slang words or phrases used in these sentences.Then rewrite thesentences without using any slang.

1. Lets grab some lunch and duck into the art room.

__________________________________________________________________

__________________________________________________________________

2. Melvin blew his top when he saw the price was highway robbery.

__________________________________________________________________

__________________________________________________________________


7/1618 Life Skills Academics: Literacy Student Worksheets

Shooting the Breeze Unit 1OralCommunication

Danielle ran into study hall just as the bell rang and plopped downnext to Carmen. Phew! Danielle said, That was close! Talk about

cutting corners!

Yeah, well, Old Man Krueger wouldve clipped your wings if you had

been late. I saw him watching you with those dagger eyes, Carmen said.

Then she continued, Hey, Danielle, this is Irmgard. Shes our new

exchange student from Germany.

Hi, Irmgard, Danielle said with a smile.

Irmgard said, Hi, Danielle. Then she asked, Is our teacher so old?

What do you mean is he so old? Danielle said.

You called him Old Man Krueger. I thought you meant he is old,

Irmgard answered.

No, Danielle explained, It isnt so much that hes old. It is just kind

of a way of saying that a teacher isnt always very friendly to us.

Oh, Irmgard said, It is slang, no?

Yeah, Danielle said, Its slang.

Oh look, Danielle, Carmen interrupted, The wicked princess is

looking at us.

Irmgard looked interested as she asked, Which one is the wickedprincess? Is her father a king?

No, you fruit cake, Carmen laughed, Shes just a snot, thats all.

At that point, Mr. Krueger demanded that the remainder of study be

non-talking, so the girls put their noses to the grindstone. When the bell

rang, Irmgard asked Danielle for directions to Room 145. After agreeing



Unit 1Oral

CommunicationShooting the Breeze, continued

to meet after school, they all went their separate ways.

When Irmgard got to Room 145 and took a seat, she was surprised to

see that she recognized the girls sitting next to her. She said, Hi, Im

Irmgard from Germany. I know you are the wicked princess who has a bad

cold.

Ashley Connor looked at Irmgard and said, You got a wiring problem

at home base?

I think the electricity is working fine, thank you, Irmgard answered,

Ashley continued, I saw you sitting with Carmen and Danielle. Now I

see why. You have a pea-brain just like the two of them.

Irmgard looked confused,

A pea-brain. What is this

thing?

Ashley rolled her eyes and

moved to the other side of the

room.

After school, Irmgard met

up with Carmen and Danielle.

The wicked princess was in

my class, she explained. She

was kind enough to inquire about the electricity at my home. She says Ihave pea-brain just like the two of you. Are you two vegetarians?

Carmen and Danielle both laughed. Then Carmen explained, A pea-

brain means that we have little brains, that we arent very smart.

Are you not friends with the wicked princess? Irmgard asked.

No, Danielle answered. We arent very good friends right now.



Unit 1Oral


Well, she might not be a friend, but the wicked princess is quite prettyin the face, Irmgard said.

Yeah, well, she knows it, believe you me. Her nose is stuck to the

ceiling. Danielle said in a disgusted voice.

Irmgard looked

confused as they sat

down. Carmen

giggled when shesaw Irmgards face

and then explained,

I mean that Ashley

thinks shes hot

stuffshes

conceited. Do you

know conceited?

Oh, yes, I know

conceited, Irmgard

answered. You sure talk with a lot of your American slang.

Yeah, I guess it is the American way, Danielle agreed.

Well, Irmgard asked, Do you know how to talk real English?

What do you mean? We talk real English, Danielle said looking

puzzled.

I mean, can you talk without using words from the American slang,

Irmgard explained.

Of course we can, Danielle said. Lets go get something to eat and

we will show you that we can talk without slang.



Unit 1Oral


That will be nice, Irmgard said, To understand you will be easier.

Im really hungry, Carmen said. Did you guys see that garbage

they were serving for lunch today?

Irmgard was confused again. Garbage for lunch? I thought

American schools would provide excellent lunches.

Carmen realized she had already broken the no-slang promise.

Sorry Irmgard. That was slang. The cafeteria doesnt really serve

garbage. The two main dishes are fish and beef noodles. I dont like

either one of them.

As they reached the front door of the school, the principal saw

Irmgard and stopped her to see how her day had gone. I met the

wicked princess who has her runny nose on the ceiling and I ate some

American garbage for lunch in the school cafeteria. It was a good day,

Irmgard replied.

The principal was speechless and looked worried as the girls

headed out the door.



Reusing Slang Nuts & Bolts Unit 1OralCommunication

DIRECTIONS: Many slang terms and phrases are used in the story.Find 12 examples of slang and write them in the left column.

Use these slang terms and phrases in your own sentences in the right column.

Slang terms and phrases used in the story Your sentences using the slang terms and phrases



Where? Take a Look-see!Unit 1OralCommunication

DIRECTIONS: Slang is acceptable in some settings and not in others.Sort the situations below as Acceptable or Unacceptable by writing

the numbers in the chart at the bottom of the page.

1. Newspaper article

2. High school term paper

3. Friendly e-mail

4. Talk with exchange student

5. Textbook

6. Personal letter

7. Joke

8. Business e-mail

9. Job application letter

10. Conversation with your date

11. Conversation with your

high school principal

12. Conversation with your boss

13. Conversation with best friend

14. Conversation with parents

15. Speech to classmates

16. Speech to faculty members

17. Television commercial

18. Computer manual

19. T-shirt wording

20. Written travel directions

ACCEPTABLE UNACCEPTABLE



Doing Double Duty Unit 1OralCommunication

DIRECTIONS: Use the slang terms in the box to fill in the blanks in thesentences below. Find the matching slang meanings in the second box and

write them inside the parentheses.

1. Lets jump in my _________________________ (_________________________) and go!

2. That couch would look great in my ______________________________________

(_________________________) .

3. Im going to wear my new _________________________ (_________________________)

to the party tonight.

4. Do you have enough ______________________________ (_________________________)

to buy the tickets?

5. I cant afford it because I get paid ______________________________________________

(_________________________).

6. Mark is so _____________________________ (_________________________), he will never

see things our way.

7. The very idea is enough to make _________________________________________

(_________________________________).

8. Angie is full of ________________________________ (_________________________) ideas.

9. Do you think Ashton will be able to ________________________________________

(_________________________) or do you think he will quit?

10. I think there is some ______________________________ (_________________________)

going on here.

hard-headed

threads

hanky panky

my hair stand on end

squat

wheels

whacked

dough

make the grade

crib

Slang Terms (Open blanks)

car

unusual

succeed

dishonesty

living quarters

stubborn

money

clothes

scared

low wages

Slang Meanings (Parentheses)



Using the Real McCoyUnit 1OralCommunication

DIRECTIONS: Rewrite the sentences below.Keep the meanings the same, but dont use any slang.

1. I ordered the super-duper size.

______________________________________________________________________________

______________________________________________________________________________

2. That is a whacked idea.

______________________________________________________________________________

______________________________________________________________________________

3. Do you know that dudes name?

______________________________________________________________________________

______________________________________________________________________________

4. We have taken a lot of grief for our decision.

______________________________________________________________________________

______________________________________________________________________________

5. I want to talk to the man.

______________________________________________________________________________

______________________________________________________________________________

6. Joe thinks he is the king of the world.

______________________________________________________________________________

______________________________________________________________________________

7. I dont want any monkey business around here.

______________________________________________________________________________

______________________________________________________________________________



Using the Skills in Your World Unit 1OralCommunication

DIRECTIONS: Write five sentences using slang that is common to you and your friends.Underline the slang terms. Share your sentences with your classmates.

1. __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

2. __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

3. __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

4. __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________

5. __________________________________________________________________________________

__________________________________________________________________________________

__________________________________________________________________________________


16/16

Looking at LifeUnit 2ReadingComprehension

Skill Review

Unit 2Reading

Comprehension

1.________________________________

2.________________________________

3.________________________________

4.________________________________

5.________________________________

6.________________________________

7.________________________________

8.________________________________

9.________________________________

10._______________________________

Kitchen

Staff

Only

Express

Check Out

List ten places where signs are used to give directions.

Name one place where each of these signs might be found.

Where? No

AdmittanceWhere?

Line

Forms

Here

Where?Where?

1

3

2

4

Documents

lsal-sample.pdf