VOCATIONAL: OFFICE/CLERICAL

T.E.K.S. 120.24 (C.6) Area:

The student identifies procedures involved in delivering information and products.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------1.

Student will deliver attendance card and/or lunch count to the school office.

1.

2. 3.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Attendance card Lunch count

E-1

Accompany the students to the office while modeling appropriate behaviors. As the students become familiar with the routine, they should lead the teacher to the office. The ultimate goal is for the students to go to the office independently, greet the secretary appropriately, leave the information in its appropriate place, and return to the classroom within a reasonable period of time.

T.E.K.S. 120.24 (C.10) Area:

The student develops and refines skills for success in the workplace.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------2.

Student will use a letter opener.

Demonstrate/instruct the students to “open the mail”: 1.

2. 3. 4.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Letter opener Envelopes

E-2

Pick up the sealed envelope with the back of the envelope facing the students and turn it so that the sealed flap is po inting upward. Locate the top corner of the envelope and insert the opener approximately 1” inside the small opening in the corner of the envelope. Pull the opener along the edge of the envelope until the entire seam is open. Remove the contents and place to one side on the top of the envelope.

T.E.K.S. 120.24 (C.10) Area:

The student develops and refines skills for success in the workplace.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------3.

Student will load a stapler.

Demonstrate and instruct the students to: 1.

2. 3.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Stapler Staples

E-3

Open the stapler by grasping the top of the stapler with the preferred hand and the bottom with the other hand and pulling apart. Open the box of staples and pick out one block of staples. Insert the block of staples in the stapler and close it.

T.E.K.S. 120.24 (C.10) Area:

The student develops and refines skills for success in the workplace.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------4.

Student will use a stapler.

1.

Demonstrate how to use a stapler: a.

2.

3. 4.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Stapler Materials to be stapled

E-4

Place papers between the top and bottom of the stapler. b. Align the papers according to the desired location of the staple. Location may be designated in pencil on paper(s). c. Press down with a quick thrust on the top of the stapler and remove the papers. Caution the students to make sure their fingers are not placed near the stapler’s opening. Scratch pads, collated materials, plastic bags/sacks of small items may be stapled to give the student functional practice. If the stapler jams, instruct the students to release the lever on the bottom of the stapler, open it and separate the head from the casing. Remove the staples, including those that are lodged. Replace the unused staples and close the stapler.

T.E.K.S. 120.24 (C.10) Area:

The student develops and refines skills for success in the workplace.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------5.

Student will remove staples.

Demonstrate the following process and then instruct the students to: 1.

2. 3. 4.

Pick up the stapled papers in the nondominant hand and the staple remover in the dominant hand. Turn the staple remover so that it is in the proper position. Align the teeth of the remover with the staple. Press the sides of the remover together.

ADAPATION: If the students have difficulty pressing the sides of the staple remover together, have them squeeze a foam rubber ball with their first two fingers pressing against the thumb. When their strength has improved, have the students practice pressing the staple remover without paper.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Staple remover Stapled papers

E-5

T.E.K.S. 120.24 (C.10) Area:

The student develops and refines skills for success in the workplace.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------6.

Student will fasten papers with paper clips.

1. 2. 3.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Paper clips (small and large) Paper

E-6

Explain that paper clips are designed to keep papers that go together attached or fastened to each other. Demonstrate how a paper clip operates. Begin practice with large clips and two sheets of paper and progress to small clips with more sheets of paper.

T.E.K.S. 120.24 (C.10) Area:

The student develops and refines skills for success in the workplace.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------7.

Student will use rubber bands to group items together.

1. 2.

3.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Rubber bands Papers Envelopes Pencils

E-7

Students should become familiar with different sizes of rubber bands. Students should understand that rubber bands are used to bundle bulk items or to secure boxes. Have the students practice bundling items (stacks of paper, envelopes, pencils, flashcards).

T.E.K.S. 120.24 (C.10) Area:

The student develops and refines skills for success in the workplace.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------8.

Student will punch holes in paper.

Demonstrate the process and then instruct the students to: 1. 2.

3. 4.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Two or three hole punch Paper

E-8

Place the hole puncher with the opening facing the dominant hand. Pick up a sheet of paper with the dominant hand, insert and align it in the hole puncher, making sure the paper is positioned with writing from top to bottom. Push down on top of the hole puncher with the other hand. Remove the paper from the hole puncher and stack to the side.

T.E.K.S. 120.24 (C.10) Area:

The student develops and refines skills for success in the workplace.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------9.

Student will sharpen a pencil.

1.

Demonstrate the manual process and then instruct the students to: a. Grasp the pencil near the eraser end. b. Align the pencil with the appropriate hole in a wall mounted sharpener. c. Push the pencil into the sharpener as far as possible. d. Crank with the right hand while holding the pencil with the left hand. e. Turn the crank several times in a circular motion, away from self. f. Remove the pencil to determine if it is sharp. g. Repeat the process, if necessary.

ADAPTATION: Place a thin strip of masking tape under the hole where the pencil is to be inserted. Use a red magic marker to draw circle around the pencil, indicating the depth to which the pencil should be inserted into the hole of the sharpener. Place a piece of masking tape around the body of the sharpener with arrows pointing upward, indicating the direction to turn the handle. Proceed through the task analysis steps, giving special instructions to position the pencil in the correct hole (using the visual cue under the hole), to insert the pencil all the way into the hole (by making sure the red circle on the pencil is just visible), and to turn the handle in the direction of the arrows. Guide the students through the steps, giving verbal and tactile cues only as necessary. 2. ----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Pencil Manual sharpener Electric sharpener

E-9

Demonstrate the use of an electric sharpener and instruct the students to: a. Insert the pencil in the hole. b. Apply a light, pushing pressure. c. Release pressure and remove pencil after several seconds. d. Repeat the process if the pencil is not sharpened.

T.E.K.S. 120.24 (C.10) Area:

The student develops and refines skills for success in the workplace.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------10.

Student will empty a pencil sharpener.

1.

Demonstrate/instruct the students in the following steps: a. Grasp the cylinder of the pencil sharpener and turn it toward self to loosen. b. Remove the cylinder by pulling up and out. c. Hold the cylinder with the large opening facing up. Turn the opening down when over the trash can and shake until all the shavings are removed. d. Position the large opening of the cylinder on the gears of the sharpener and push the cylinder up until the grooves of the two pieces match. e. Turn the cylinder away from self to tighten.

ADAPTATION: If the students experience difficulty in steps a and b, guide the students’ hands through the motions. If difficulty persists, draw a red arrow on the sharpener pointing in the direction that it should be turned. If difficulty persists in steps d and e, draw a blue arrow on the sharpener pointing in the direction that it should be turned. 2.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Manual pencil sharpener Electric sharpener

E-10

When emptying an electric sharpener, pull forward on the tray under the hole until it disengages from the sharpener. Empty the container and reinsert into the sharpener.

T.E.K.S. 120.24 (C.10) Area:

The student develops and refines skills for success in the workplace.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------11.

Student will fold an 8 ½” x 11” sheet of paper to be inserted into an envelope.

1.

The following procedures should be utilized to teach the skill: a. Place pieces of paper directly in front of the students with the 8 ½” side across the top and bottom. b. Instruct the students to fold up the bottom third of the paper to overlap the middle third and then crease. c. Fold down the top third of the paper to overlap the middle third and crease again.

ADAPTATIONS: 1.

2.

3.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------8 ½” x 11” sheet of paper

E-11

Draw pencil lines on the paper to divide the sheet into thirds. Indicate with arrows the direction of the fold(s). Number the threepart process. Cut a template one-third the size of the sheet of paper. Have the students place the template on the bottom third of the paper and fold it up and then fold the top third down. Remove the template. Students can use a specified line of print as a guide, if there is writing on the paper, to divide the page into thirds.

T.E.K.S. 120.24 (C.10) Area:

The student develops and refines skills for success in the workplace.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------12.

Student will insert items into envelopes.

1.

Instruct the students to: a. b. c.

2.

3.

Place an envelope on the table. Open the flap of the envelope. Pick up the item to be inserted and insert it into the envelope . d. Place the stuffed envelopes to be sealed in a stack or a box. Suggested activities include: a. Simulate the mailing out of samples (stuffing a bar of soap into a manila envelope). b. Stuff a letter size paper into a 9” x 12” size manila envelope. c. Stuff folded letters or brochures into a letter size envelope. Insert the paper into the envelope so that when removed, the top flap opens to reveal the top of the letter. Emphasize to the students that the work must be done neatly and that items must not be wrinkled or bent while being inserted into envelopes.

NOTE: A school office and/or professional organizations do mail outs on a regular basis and can provide a very functional way for students to practice this skill.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Variety of sizes of envelopes Variety of items to be inserted

E-12

T.E.K.S. 120.24 (C.10) Area:

The student develops and refines skills for success in the workplace.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------13.

Student will seal envelopes.

Demonstration/instruction should include the following steps: 1.

2. 3. 4.

5. 6.

Place envelopes in a stack with the backside facing up so that the flap containing the glue is at the top. Pick up the envelope and place it on the table. Slightly moisten a sponge with water. Place the sponge tip on the left corner of the flap, move up along the outside edge of the flap to the center point and then down to the right corner. Press the flap against the envelope, moving from left to right. Place the sealed envelope in a stack or box.

NOTE: Insert a step between 2 and 3, 6 and 7, if sealing clasp envelopes, to incorporate opening and closing clasps. Be sure to check with the office or organization to see if they will have the envelopes sealed by the post office or if the students should do it. If the mail out is a bulk mailing, this will be very important.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Envelopes Moist sponge

E-13

T.E.K.S. 120.24 (C.10) Area:

The student develops and refines skills for success in the workplace.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------14.

Student will affix postage stamps to envelopes.

Provide the students with a supply of addressed, sealed envelopes and postage stamps. The following procedure should be demonstrated: 1.

2. 3. 4.

5. 6.

Stack the envelopes so that they are all facing up with the address reading from the top to the bottom. Place an envelope directly in front of the student on the table. Pull off one stamp from the sheet/roll. Hold the envelope and place the stamp in an upright and straight position in the upper right hand corner of the envelope. Press the stamp to assure that it adheres to the envelope. Stack the stamped envelopes in a box.

NOTE: Stickers may be used to practice where stamps should be placed.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Envelopes Sponge Postage stamps Stickers

E-14

T.E.K.S. 120.24 (C.10) Area:

The student develops and refines skills for success in the workplace.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------15.

Student will make a telephone call with assistance.

1.

2. 3. 4.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------What Do You Think?, by Linda Schwartz What Would You Do?, by Linda Schwartz

E-15

The student will dial a telephone number. (He/she may read the number from a paper.) Use a teletrainer or training telephone to train the student initially on this skill. The student will phone home/work to talk to Mom. Let the student call another student. Do this when a student is absent. Attached activity sheets will provide additional opportunities for student practice.

VOCATIONAL: OFFICE/CLERICAL

T.E.K.S. 120.2 (11) Area:

The student produces business documents, using current and emerging technology.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------1.

Student will collate papers.

1.

2.

Give the students two stacks of paper and stapler. Instruct them to “collate the papers” according to the following process: a. Pick up one sheet of paper from the first stack and transfer to the opposite hand. b. Pick up one sheet of paper from the second stack and place it under the first sheet so that the left corners march. c. Place the left-hand corners of the two papers under the arm of the stapler. d. Use the other hand and push down on the stapler so that it staples the papers together. e. Remove the papers and stack to the side. Collating the school newspaper or newsletter is a functional activity that offers practice. Offer to collate test papers for teachers and to provide assistance in the school office when needed.

NOTE: It is easier to collate by starting with the last page and stacking on top so that the pages are visible throughout the task. Always have the students work from left to right. This is an additional way to teach the movement needed for reading and writing.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Paper Stapler

M-1

T.E.K.S. 120.2 (6) Area:

The student identifies procedures involved in delivering information and products.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------2.

Student will insert pre-addressed information into window envelopes.

The following procedures should be utilized to teach the skill: Invoices: 1. 2. 3.

4. 5. 6.

Fold invoices so that the address is on the outside of the fold. Stack the invoices so that the address side is face down on the table. Put one envelope on the table so that the back side is up and the flap opens toward the student. Insert the invoice into the envelope. Check to make sure the address is visible in the window. Place the stuffed envelope in a stack to be sealed.

Bills/Statements: 1. 2. 3. 4.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Window envelopes Invoices Statements

M-2

When paying bills, tear off the section to be returned. Place the pre-addressed side face down on the table and place the check on top of it. Insert the statement and your check into the envelope. Place the stuffed envelope in a stack to be sealed.

T.E.K.S. 120.2 (6) Area:

The student identifies procedures involved in delivering information and products.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------3.

Student will apply pressure-sensitive labels on envelopes.

1.

Demonstration/instruction should include the following steps: a. Arrange envelopes so that they are face up, ensuring that flaps are at the top on the underneath side. b. Get one envelope and place it on the table. c. Remove the label from the sheet, beginning in the upper left-hand corner of the page, by grasping one corner of each label and pulling it away from the sheet. d. Position the label over the center of the envelope, making sure the printing is right side up. e. Place the label on the envelope and rub back and forth across the label. Be sure to put the label on straight, with no wrinkles. f. Place the envelope in a completed stack or box.

ADAPTATIONS: Using a magic marker, mark off a rectangular area approximately 1 1/2 times the size of the label on the front of the envelopes. Proceed through steps d through 3 (above). Emphasize that the label is to go “right side up” inside the marked rectangle. Gradually fade out visual cues. The school office and professional organizations do regular mail outs that use pressure-sensitive labels. This type of activity provides functional, meaningful practice for the students. ----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Envelopes Pressure-sensitive (adhesive) labels

M-3

T.E.K.S. 120.2 (6) Area:

The student identifies procedures involved in delivering information and products.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------4.

Student will stamp return addresses on envelopes.

1. 2. 3. 4.

5. 6. 7.

Provide the students with a supply of envelopes. Stack the envelopes face up, assuring that the flap is at the top on the underneath side. Demonstrate proper placement of the return address in the upper left corner of the envelope. Place one envelope directly in front of each student and instruct him/her to hold it steady on the table. Press the rubber stamp on an ink pad positioned so that it is convenient for the student. Press the stamp to the envelope in an upright position with steady pressure. Instruct the students to lift the stamp straight up when finished, in order to avoid smearing.

ADAPTATION: If the students have difficulty locating the appropriate space for a return address, draw a rectangle in the upper left corner of the envelope and instruct the students to stamp within the designated space. Remove the cue as the skill is learned.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Rubber stamp Envelope

M-4

T.E.K.S. 120.2 (6) Area:

The student identifies procedures involved in delivering information and products.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------5.

Student will seal cartons using tape.

1. 2.

3. 4.

5.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Cartons Tape

M-5

Give the students a package that needs to be sealed. Demonstrate how to measure a length of packaging or masking tape about six to eight inches longer than the flap to be sealed and how to tear it off. Ask the students to watch as the tape is placed on the two flaps that meet. Have the students assist with securing the tape and sealing it by gently rubbing their hands over the tape. Give the students the opportunity to seal another package. Provide guidance as needed.

T.E.K.S. 120.2 (6) Area:

The student identifies procedures involved in delivering information and products.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------6.

Student will wrap and tie packages of various shapes and sizes.

1. 2. 3.

4.

5. 6.

7. 8.

M-6

Visit the Post Office and UPS office to investigate package wrapping/shipping criteria. Supply the students with a shoebox. Demonstrate to the students how to wrap the shoebox in brown or decorative paper. a. Cut a piece of paper that will wrap around the box, allowing approximately two inches for overlap. b. Tape the lid to the box and place it upside down in the center of the paper. c. Tape one edge of the paper to the bottom of the box. d. Wrap the paper snugly around the box and secure with tape. e. Measure the paper on the ends of the box so that it will fold down over the end. Trim, if necessary. f. Fold the bottom end in a triangle and tape to the box. g. Repeat the process on the top. h. Secure both ends of the box in this manner Take a length of string or ribbon and tell the students to wrap it around the box horizontally two or three times. Be sure to explain that the cut end should be held securely and should be long enough to tie, eventually. Have the student to wrap the box vertically two or three times. Demonstrate slowly so that the students can see how to change the direction of the string without losing its tension. Demonstrate how to tie a knot with the ends of the string. Encourage them to practice the procedure. Give them other packages and have them practice wrapping and securing with string.

Area:

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------(Continued) 9.

Provide a gift-wrapping service for faculty/families during the Christmas holidays.

ADAPTATION: It may be necessary, first, to have the students practice typing knots and bows with scrap material. Ask the students to first tie pieces of yarn, then string, and then ribbon together. By using thicker tying material, it will be easier for the students to see the knot taking form.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Shoe box String Paper Tape

M-6

VOCATIONAL: OFFICE/CLERICAL

T.E.K.S. 120.2

Area:

The student exchanges information via telecommunications, software, for example, electronic mail, images and on-line information services, with appropriate supervision.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------1.

Student will answer the telephone and take messages.

1.

2.

3. 4. 5.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Telephone

H-1

Instruct the students as to an appropriate greeting incorporating the name of the facility/business. Information to be recorded for a message should include: a. Name of person being called. b. Date and time of call. c. Name of person calling. d. Phone number to return the call. e. Message. f. Signature of person taking message. An appropriate closing should be developed. Place an emphasis on the necessity for courteousness. Have the students serve as “fill-ins” during lunch or break times.

T.E.K.S. 120.2 (D) Area:

The student produces business document, using current and emerging technology.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------2.

Student will file records by name.

Demonstrate/instruct the students in the following processes: 1. 2. 3.

4. 5. 6. 7.

Stack mixed files on top of the file cabinet. Instruct the students to look at the name tape on the first folder and locate the first letter of the last name. Locate the place in the files where other folders with the same letter as the first letter of the last name are filed. Locate the first letter of the first name on the folder. Locate the correct placement in the files for the folder. Spread the files and insert in the appropriate space. Repeat the process until all folders are filed.

NOTE: A prerequisite skill to this objective is the ability to alphabetize.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Files File cabinet

H-2

T.E.K.S. 120.2 (11) Area:

The student produces business documents, using current and emerging technology.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------3.

Student will operate basic office equipment.

Instruction should include the following machines: 1. 2. 3. 4. 5. 6.

Copy machine Typewriter Cash register Computer Document shredder Postage machine

NOTE: Use of machines should depend on individual student abilities.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Equipment as specified in activities

H-3

T.E.K.S. 120.2 (11) Area:

The student produce business documents, using current and emerging technology.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------4.

Student will sort envelopes by zip code.

Demonstrate/instruct the students in the following processes: 1. 2.

3.

4.

5.

Place boxes of envelopes at work stations assigned to students. Instruct the students to place envelopes in stacks according to the first three digits of the zip codes (called “regions” by the Post Office). Have the students further sort by putting envelopes with all five digits being the same in individual stacks (called “direct” by the Post Office). Band all “direct” stacks with 10 pieces or more together, following Post Office requirements. All “direct” stacks which do not meet the 10 piece requirement, but are of the same region, are to be banded together following Post Office requirements.

ADAPTATIONS: Plan a Community Based Instruction to a Post Office to see mail actually being sorted. School or professional organizations routinely do large mail outs. This activity provides functional, meaningful practice for the students.

----------------------------------------------------------RESOURCES/MATERIALS ----------------------------------------------------------Envelopes

H-4

T.E.K.S. 120.3 (1) Area:

The student implements components of productivity.

Office/Clerical

--------------------------------------------------------------------------------------------------------------------------------OBJECTIVE TEACHING ACTIVITIES -----------------------------------------------------------------------------------------------------------5.

Student will perform other routine office tasks.

Train the students to: 1. 2. 3. 4. 5. 6.

----------------------------------------------------------RESOURCES/MATERIALS -----------------------------------------------------------

H-5

Sort mail by name. Deliver mail. Assist with inventory of supplies. Stock supplies. Deliver messages. Deliver supplies to specified areas.