Campus Compass Teacher Guide Campus Compass Guide
Lesson 1: Navigating School Schedules & Maps
Teacher Resource
Lesson Overview
This lesson introduces beginner ELL students to the high school environment through the most essential documents they use daily: their schedule and the building map. The focus is on scanning —finding specific names, numbers, and times quickly—rather than reading every word.
Learning Objectives
Identify room numbers, periods, and teacher names on a schedule.
Match room numbers on a schedule to locations on a building map.
Differentiate between AM/PM and start/end times.
Key Vocabulary
Schedule
Period / Block
Room Number
Subject
Hallway / Corridor
Elevator / Stairs
Teaching Steps
1
The Schedule Race (Hook)
Give students a sample schedule. Shout out questions: "What class is 4th period?" "Who is the teacher for Math?" The first student to point and name it wins a small point. This emphasizes scanning speed.
2
Direct Instruction: Anatomy of a Schedule
Use the presentation slides to show where rows (periods) and columns (days/times) meet. Highlight labels like 'Rm' (Room) and 'Tchr' (Teacher).
3
Map Matching
Show a school map. Practice "finding yourself." Use coordinates or colors to group room numbers (e.g., 100s are on the 1st floor). Connect the room numbers on the schedule to the map.
Differentiation
Support:
Provide schedules with color-coded periods. Use a map with icons (e.g., an apple for the cafeteria).
Extension:
Ask students to calculate the duration of each class (e.g., "How many minutes long is English class?").
Assessment
"Where Am I?" Exit Ticket
Ask students to circle 3rd period on their worksheet and draw a star on the map where that room is located.
Campus Compass Slides Campus Compass
Finding Your Way at School
Essential Question
"How can we find the information we need to navigate the world independently?"
What is a Schedule?
A schedule tells us:
Time: When does class start?Subject: What is the class name?Location: Where is the room?
Example Schedule
Period Class Room 1 English 204 2 Math 115
Scanning
Looking only for specific information. Don't read everything! Look for a number or a name.
Find a Name
Find a Room #
Find a Time
Reading the Map
1. Look for the room number.
Room 115? Look in the 100s hallway.
2. Look for landmarks.
Is it near the gym or the cafeteria?
Gym
Cafeteria
101
102
103
YOU
Let's Practice!
Open your worksheet.
Find the info fast!
Campus Compass Worksheet Campus Navigator
Student Practice Sheet
Name:
Date:
Part 1: Read the Schedule
Period Time Subject Teacher Room 1 8:30 – 9:25 English ESL Ms. Garcia 104 2 9:30 – 10:25 Biology Mr. Chen 212 10:25 – 10:40 Break / Passing Time 3 10:45 – 11:40 Algebra 1 Mrs. Robinson 115 4 11:45 – 12:40 World History Mr. Henderson 203 LUNCH 12:40 – 1:20 --- Cafeteria
1. What class is Period 2?
2. What time does Period 1 start?
3. Who is the teacher for Algebra 1?
4. What room is World History?
Part 2: Use the Map
Gym
Cafeteria
104
115
Hallway A
203
212
CAMPUS NORTH
Look at the schedule from Part 1. Answer the questions.
5. It is 10:50 AM. You are in Algebra 1. Circle the room on the map where you are.
(No answer needed here - circle on map)
6. After Biology (Period 2), where do you go for break?
7. Is World History (Room 203) on the first floor or the second floor?
Challenge!
Write the names of your real school's hallways if you know them!
Menu Master Teacher Guide Menu Master Guide
Lesson 2: Reading Menus & Ordering Food
Teacher Resource
Lesson Overview
Food service is one of the most common real-world reading environments. Students learn to categorize food types (Appetizers, Entrees, Desserts), identify prices, and understand dietary symbols. The lesson moves from passive reading to active oral communication through simulation.
Learning Objectives
Categorize food items by menu sections.
Locate and interpret prices (currency symbols and decimals).
Identify common dietary icons (Vegetarian, Spicy, Gluten-Free).
Practice oral ordering phrases (e.g., "I would like...", "Can I have...").
Key Vocabulary
Appetizer / Starter
Entree / Main Course
Beverage / Drink
Sides / Accompaniments
Tax & Tip / Gratuity
Teaching Steps
1
The Budget Challenge (Hook)
Give students a "$15 Budget Card." Using a sample menu, they must select one main item, one drink, and one side without going over $15. This forces them to scan prices and categorize items immediately.
2
Direct Instruction: Menu Anatomy
Use slides to explain that menus are usually organized from light/small (Starters) to heavy/large (Entrees). Explain that descriptions below the names list ingredients.
3
Role Play: May I Take Your Order?
Pairs take turns being the Server and the Customer. Provide a script frame: "Hello, I'd like the ___." / "Anything to drink?" / "Yes, a ___ please." Focus on clear pronunciation of food names and totals.
Differentiation
Support:
Provide a menu with pictures. Use a sentence starter card for ordering.
Extension:
Calculate 10% tax or a 20% tip for the total bill.
Assessment
"Dinner Decision" Activity
Students complete the worksheet identifying the cheapest entree and identifying items with a "Spicy" symbol.
Menu Master Slides Menu Master
Reading, Ordering, and Eating
Parts of a Menu
Appetizers
Small snacks. You eat these first.
Entrees
The main food. The big plate.
Beverages
Drinks.
(Ex: Water, Juice, Soda)
Look for the Icons!
Spicy
Hot food!
Vegetarian
No meat.
Dietary
Allergy info.
May I take your order?
The Customer says:
"I would like the ________, please."
The Customer says:
"Can I have a ________ to drink?"
The Server says:
"Anything else?"
The Server says:
"That will be $12.50."
The Budget Challenge
You have $15.00 .
$15 Max
Entree + Drink
Menu Master Worksheet City Diner Menu
Reading Practice & Ordering Activity
Budget: $20.00
Student Name:
Open 24/7
Starters (Appetizers)
Garden Salad
Fresh lettuce, tomatoes, and cucumbers.
$6.50
Spicy Chicken Wings
6 wings with hot sauce.
$8.95
The Main Course (Entrees)
Classic Cheeseburger
Beef patty with cheddar cheese and fries.
$11.25
Veggie Pasta Bake
Pasta with tomato sauce and cheese.
$10.50
Taco Trio
Three beef tacos with spicy salsa.
$12.00
Drinks (Beverages)
Iced Tea $2.50
Hot Coffee $1.95
Fresh Juice $3.25
Soda (Large) $2.75
1. Scanning Practice
What is the most expensive Main Course?
How many items have the Spicy icon ?
What comes with the Cheeseburger?
2. Ordering Activity
You have $20.00. Write your order below.
Item Name Price $ ____ $ ____ $ ____ TOTAL $ ____
Practice Speaking:
"Hello, I would like the __________ and a __________ to drink, please."
Safety Signs Teacher Guide Safety Sign Signals Guide
Lesson 3: Understanding Safety Signs & Labels
Teacher Resource
Lesson Overview
Safety literacy is a vital survival skill. This lesson teaches students to recognize universal safety symbols and understand imperative verbs (commands) commonly found on signs and product labels. Students learn that colors (Red, Yellow, Green) communicate urgency before they even read the words.
Learning Objectives
Interpret universal safety symbols (Exit, Danger, Toxic, First Aid).
Connect sign colors to levels of urgency (Red = Danger, Yellow = Caution).
Identify and act on imperative verbs: Stop, Wash, Wear, Keep Out.
Identify ingredients or hazards on household product labels.
Imperative Verbs
Stop
Wait
Wear
Wash
Keep Out
Authorized Only
Teaching Steps
1
The Danger Zone Hunt (Hook)
Show a high-interest image of a factory or a construction site. Ask students to point to "danger." Discuss why they know it's dangerous (colors, symbols) before looking at the English words.
2
The Color of Safety
Categorize signs by color:
Red: DANGER / STOP (Immediate hazard)Yellow: CAUTION (Potential hazard)Green: SAFETY / EXIT (Safe path)Blue: INFORMATION / WEAR (Mandatory action)
3
Label Literacy
Use realia (clean empty bottles of soap, cleaner, or snack bags). Have students find the Warning section. Practice finding the "Active Ingredient" or "Directions."
Differentiation
Support:
Use matching cards where students match a symbol (skull & crossbones) to a word (POISON).
Extension:
Create a "Sign for Our Classroom." Students write their own imperative sentence (e.g., "Keep Room Clean").
Assessment
"Sign Matcher" Worksheet
Students match 6 signs to their meanings and identify 3 hazards on a cleaning product label.
Safety Signs Slides Warning
Signs & Labels
Read. Stay Safe.
The Color of Safety
Red
DANGER
Stop immediately!
Yellow
CAUTION
Be careful. Watch out.
Blue
NOTICE
Information you need.
Green
SAFETY
Safe path. Exit here.
Do this!
Signs use imperative verbs . These are commands. You must do them.
STOP Don't move.
WEAR Put on safety gear.
KEEP Maintain a state (e.g. Keep Clear).
Wear Safety Glasses
Checking the Label
Warning
Instructions:
Apply to wet hands. Rub for 20 seconds. Rinse with water.
Warning:
Keep out of reach of children. If swallowed, call a doctor.
Look for keywords:
Warning / Danger Directions (How to use)Ingredients (What is inside) Safety Signs Worksheet Safety Navigator
Student Practice & Assessment
Name:
Part 1: Match the Signs
Keep Out
High Voltage
Emergency Exit
A
Leave here if there is a fire.
B
Do not enter this area.
C
Danger: Electricity!
Part 2: Read the Product Label
Danger / Peligro
Sparkle-Clean
GLASS CLEANER
Directions:
Spray on surface. Wipe with a dry cloth. Wash hands after use.
Safety Warnings:
Do not spray in eyes. If in eyes, rinse with water for 15 minutes. Keep away from fire.
4. What is the name of this product?
5. What should you do after using the spray?
6. List two (2) warnings from the label:
Look at the icons!
Why is the flame on the bottle? Answer below:
Form Filler Teacher Guide Form Filler Workshop Guide
Lesson 4: Completing Basic Forms & Applications
Teacher Resource
Lesson Overview
Filling out forms is a foundational administrative skill. For ELLs, the challenge is often the specialized vocabulary of administrative documents (Surname, DOB, Zip Code). This lesson de-mystifies these terms and provides a safe space for students to practice providing personal information accurately in English.
Learning Objectives
Define common form terms: Surname, Forename, DOB, Address, Phone, Signature.
Accurately fill out a simplified application form.
Understand the difference between a first name and a last name in different cultural contexts.
Distinguish between optional and required fields (the asterisk *).
Form Vocabulary
Surname / Last Name
Forename / First Name
D.O.B. (Date of Birth)
Residential Address
Mailing Address
Signature
Teaching Steps
1
The Secret Agent Profile (Hook)
Hand out a "Secret Mission" card. Students must create a "Code Name" but use their real Last Name and D.O.B. to "verify their identity." This gamifies the collection of personal data.
2
Surname vs. Forename
Explain that in English-speaking contexts, the "Surname" comes last. Use a whiteboard to demonstrate:
3
The * Rule
Introduce the asterisk (*) or the word "Required." Show how to skip optional questions if they don't have the info (like an apartment number or a second phone line).
Differentiation
Support:
Provide a "Cheat Sheet" of their own personal info (Address, Phone) that they can copy onto the form.
Extension:
Analyze an online form (simulated) and explain what happens if they forget a "Required" field.
Assessment
"Library Application" Simulation
Students complete the worksheet's library card application form. Check for: Surname in the correct box, D.O.B. format (MM/DD/YYYY), and a valid signature.
Form Filler Slides Form Filler
Personal Info & Applications
APPROVED
Signature X
What is your Name?
Also called:
Forename
Your first name.
Also called:
Surname
Your family name.
In the U.S. and U.K.:
Forename Surname
Wait! Some forms ask for:
D. O. B.
"Date of Birth"
The U.S. Format:
Month05
/
Day22
/
Year2009
The Magic Star
*
Required
You must fill this box. If you leave it empty, the form is not finished!
Email Address *
Middle Name
Optional: You can skip this.
Final Step: The Signature
Signature of Applicant
Your Name
A signature is your name written in your special way. It means "I agree."
Form Filler Worksheet Community Library
New Member Application Form
Ref: LIB-992-B
Personal Information
Surname (Last Name) *
Forename (First Name) *
Date of Birth (MM/DD/YYYY) *
/
/
Gender
Male
Female
Other
Residential Address *
City
State
Zip Code
Phone Number *
Email Address
I certify that the information provided above is correct. I agree to follow all library rules and regulations.
Signature *
Sign Here
Date
Self-Check:
Did you fill out every box with a *?
Is your Surname in the correct box?
Did you sign your name at the bottom?
Transit Planner Teacher Guide Transit Trip Planner Guide
Lesson 5: Interpreting Public Transit Schedules
Teacher Resource
Lesson Overview
Transit schedules are complex data tables that require cross-referencing rows (stations/stops) and columns (departure times). This lesson teaches students to read these tables non-linearly to plan a trip from point A to point B, focusing on the arrival time to ensure they are not late for a destination.
Learning Objectives
Locate "Departure" and "Arrival" times in a transit table.
Identify "Direction of Travel" (Inbound vs. Outbound / Northbound vs. Southbound).
Select the correct bus/train to reach a destination by a specific time.
Interpret AM vs. PM in a 12-hour or 24-hour schedule format.
Transit Vocabulary
Departure (Depart)
Arrival (Arrive)
Outbound (Away from City)
Inbound (To the City)
Weekday / Weekend
Teaching Steps
1
The Concert Challenge (Hook)
"The concert starts at 7:00 PM at Central Park. It takes 15 minutes to walk from the bus stop to the park. Which bus should you take?" Give students a simple table to find the 'last safe bus'.
2
Reading the Grid
Explain that each row is a place (the stop). Each column is a trip (one specific bus). To find a time, you must follow the row to the correct column. Use the "Finger Track" method (one finger on the stop, one finger on the bus time).
3
Weekend vs. Weekday
Show students that many schedules have separate sections for Saturdays and Sundays. Explain that missing this detail is the most common way to be late!
Differentiation
Support:
Provide a "Trip Planner Guide" where they fill in: Start Location, End Location, and Desired Arrival Time before looking at the table.
Extension:
Ask students to calculate total travel time (e.g., "How long is the ride from Station A to Station D?").
Assessment
"City Express" Trip Planner
Students complete the worksheet choosing the correct bus for three different scenarios (Job Interview, Grocery Store, Movie).
Transit Planner Slides Transit Planner
Schedules, Routes, and Times
Going and Coming
Departure
"The bus leaves."
Look for:
Arrival
"The bus gets there."
Look for:
The Grid
Follow the rows and columns to find your time.
Use your fingers! One finger for the stop, one for the time.
Stop Bus 1 Bus 2 Station A 8:00 AM 8:30 AM Station B 8:15 AM 8:45 AM Station C 8:30 AM 9:00 AM
Direction of Travel
Inbound
Going toward the center of the city or school.
(Ex: To Downtown)
Outbound
Going away from the center of the city or school.
(Ex: Toward Home)
Let's Plan a Trip
1. When do you need to arrive ?
2. Find the arrival time on the schedule.
3. Follow the column UP to find your departure time.
Ready? Grab your City Express worksheet!
Transit Planner Worksheet City Express Trip Planner
Route 102: Northbound Schedule
Student Name:
Weekday Schedule (Mon-Fri) Route 102
Stop Name Bus A Bus B Bus C Bus D Central Station (Depart) 7:15 AM 8:15 AM 9:15 AM 10:15 AM Market Street 7:28 AM 8:28 AM 9:28 AM 10:28 AM City Hospital 7:42 AM 8:42 AM 9:42 AM 10:42 AM High School 7:55 AM 8:55 AM 9:55 AM 10:55 AM Public Library (Arrive) 8:10 AM 9:10 AM 10:10 AM 11:10 AM
Part 1: Travel Scenarios
Scenario 1: School begins at 8:00 AM. Which bus should you take from Central Station?
Bus: ________
Scenario 2: You have a doctor's appointment at the Hospital at 9:00 AM. What time does Bus B arrive at the Hospital?
Time: ________
Scenario 3: You miss Bus A. How long do you have to wait for Bus B?
Wait time: ________
Part 2: Your Trip Plan
Choose your own destination:
I want to go to:
Departure Station
Depart Time
Arrival Time
"Travel safe and enjoy your independence!"
