Reading for Life Lessons

Minnesota ABE Supplemental Services, Linda Strand, 2004-2005

And the Minnesota Literacy Council

Focus: Check Writing (Reading for Life, volume 2, unit 17: Banking, Bills and Budgets)                     

Objectives: Learners will be able to identify the different parts of checks and write correct information in each part.

Key Vocabulary: to reconcile, outstanding checks, account, signature, balance, check register, to bounce, checkbook, receiver, bank statement, to be overdrawn

Topics to Review: Have students practice writing the words for the numbers 1-20, 30, 40, 50, 60, 70, 80, 90 and 100.

Materials: Checkbook and register, form of identification, samples of other methods of payment (cash, debit card, etc.), sample check filled out

Procedure:

Real-life application:

T asks learners about bills they pay. T shows learners different methods of payment. Learners list bills they pay and how they pay them. T states that the lesson’s focus is on writing checks.

Class discussion of advantages of writing checks (pay by mail, etc.), what happens when a check is written, responsibilities involved. Teach relevant vocabulary.

Students look at sample check. T elicits the different parts of the check (date, name and address of account holder, receiver of check or payee, amount in numerals, amount written in words, memo line, signature, account information) and type of information that goes in the blanks. T elicits how to use the check register.

T gives learners practice labeling the parts of a check.

Progress to Reading for Life, v.1 competency worksheets: Applicable worksheets: RFL v.2, unit 17

Progress to multiple-choice format activities: 

Extensions: 

·        See Daily Living Activities RFL v.2 pages 77-78

·        Role play depositing a paycheck, going shopping (pay with a check), and paying bills and then follow up by filling out a checkbook register

·        Do some check writing dictation; this can be teacher led or student to student

·        Do an information gap activity—one student has ½ of a check filled out and the other student has the other ½ filled out. They ask each other questions and write down answers to complete the checks.

·        Use rubber bands to practice pronouncing the –ty numbers and the –teen numbers (fifty vs. fifteen, etc). The –teen numbers have a longer vowel. The students can say the numbers and stretch the rubber bands longer when they say the longer vowel. This works best with palms facing outward with the rubber band on two thumbs.