WORKPLACE LITERACY TEACHERS' HANDBOOK

CONTENTS

About the author
Acknowledgement
Using the Workplace Literacy Kit
Spelling
Writing sentences
Writing definitions
Effective listening
Giving and receiving instructions
Skim reading
Writing paragraphs
Writing a precis
Business letters
Telephone skills
Taking messages
Filling out forms
Memos
E-mail and 'chat' messages
Working in groups and teams
Speaking persuasively
Getting a job
Reviewing books and films
Writing newspaper articles
Writing magazine articles
Writing reports
Assessment tasks and answers
Answers for Resource Books

USING THE WORKPLACE LITERACY KIT

Components

The Workplace Literacy Kit comprises:

• a teacher's handbook
• student resource books
• student workbooks
• posters
• CD-ROM for additional activities.

Teacher's handbook
For each skill being developed, the teacher's handbook contains:

1. Introductory stimulus material such as a cartoon or diagram. Consider making an OHT of the cartoon and use it to prompt discussion. Suggestions for discussion topics are provided in the supplementary information.
2. A list of tasks found in the student resource books. Use these to reinforce the particular skill being developed and provide workplace contexts.
3. An OHT master summarising the key strategies or models to be used.
4. Supplementary information on relevant pedagogy and structured guidance.

The teacher's handbook also features:

• sample assessment instruments and answers
• detailed answers for student resource book activities.

The Handbook provides models and strategies for understanding the elements of effective communication. It describes basic literacy skills students need when completing the tasks in the resource books and student workbooks. It is not suggested the models and strategies represent the only way, or even the best way, to approach the tasks. This kit is designed to use a systematic approach, and reinforced through a multitude of activities in familiar work-related contexts.

Although the kit is designed for English Communication teachers, or literacy teachers, the books are designed for team teaching across the curriculum. This enables teachers to work together to provide a consistent approach to reinforce skills.

Student resource books A number of resource books are being developed. The titles currently available are:
Resource Book - Vocational Communication
Resource Book - Jobs
Resource Book - Communities

The tasks in the Workplace Literacy Resource Books have been designed for a student in the role of text user, text decoder, text participant, and text analyst. By reading, viewing, writing, speaking and listening, the student has opportunities to improve levels of literacy. A variety of workplace contexts have been used to add interest and relevance to learning. It is recommended that students begin with the resource book Vocational Communication.

Student Workbooks
The Workbooks provide opportunities for more structured guidance. As workplace communication includes a significant amount of group interaction, a number of tasks require a team effort. To structure the learning and guide outcomes, response and evaluation sheets for groups tasks have been included in the workbooks. The completed workbooks could be used as evidence guides to verify the achievement of outcomes stated in the resource books.

Posters
If the posters are placed in the students' work area, the models can be further reinforced and easily accessed.

The posters summarise the skills needed when writing

• sentences
• definitions
• paragraphs
• business letters: complaint, inquiry, ordering, reply
• memos
• giving instructions.

CD-ROM
3:09 PM 22/02/02 The CD-ROM contains a locked Word file with additional activities and space for students to draft responses.

Features

Logos and margin notes

Word List margin note

In the resource books, the margin note 'Word List' reminds students to add words or phrases to the back of their Workbook. Students should record words that might be difficult to spell or difficult to understand. Students are asked to set aside a regular time to work with a friend to check spelling and understanding of the words and phrases.

Models logo

When the models logo appears in the margin of the resource books, students are reminded a model exists. The model is in this handbook, and may also appear on the charts that can be purchased as part of this kit.

Supporting student learning

Following is some general advice when working with students. More specific strategies are suggested on the reverse of the transparency masters, and in the supplementary information.

Written responses
Encourage the student to:
Plan: read the task carefully, identify the audience, identify the purpose, scan any extra information to gain an overview.
Write: brainstorm or construct mind webs to gain ideas, work in small groups to write a group response before preparing an individual response, consider using some of the words in the task as words in the response, check genre models and types of language expected.
Edit: proof read carefully, work in small groups to proof read each other's work.
Present: Complete a word-processed or hand written copy.

Writing in the workplace
When writing letters, memos and other written workplace communications guide students to:

• discuss students' experiences in composing or receiving written communications.
• complete lead-in activities on appropriate language
• use some useful phrases for particular contexts eg letters of complaint
• complete activities on simplifying language
• construct spelling lists
• talk about the background of the letter or document to add meaning
• find relevant information - for example, addresses in the telephone directory
• use the contents pages to locate information
• practise writing paragraphs before writing the letter
• refer to models (paper-based and electronic) to determine the layout of the letter or memo
• complete sample letters before composing a letter
• analyse models of letters to evaluate the structure
• work in pairs before working alone
• recognise familiar contexts and audiences
• work in pairs to compose, proofread and provide feedback on compositions
• read letters which contain editor's comments (confused manuscripts) and discuss the reasons for changes.
• compare letters that do and do not promote an organisation.

Reading signs and diagrams
When reading signs and diagrams:

• provide examples and models to aid comprehension
• examine meanings of words or abbreviations
• examine flow charts
• examine the purpose of the sign or diagram and decide if it achieves the purpose
• introduce how to skim and scan to decide if the diagram or text is the most helpful starting point when finding information
• redesign signs or diagrams to make them more effective.

Interpreting information
When reading to interpret information:

• practise with familiar material - for example, telephone directory, TV guide, recipes, menus, dictionary, maps, timetables, and information on using sporting equipment.

Making presentations
When making oral presentations:

• work in groups before working individually
• check that students have the necessary content to prepare a presentation
• provide models or examples of appropriate responses, and decide why they are appropriate
• provide feedback, and time for self-evaluation.

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