ESL Reading 4
Learning Plan 1
Expanding Vocabulary

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Overview
Title Expanding Vocabulary
Developer(s) AK Byrne & Diane Harley
Date 5/22/2006

Purpose
While vocabulary expansion is a natural outcome of reading, students at all levels of ESL instruction at MATC will demonstrate mastery of a specific list of vocabulary words for their level from the 2000 Most Commonly Used English Words list. Students will also examine common morphemes. Dictionary skills including using guide words, alphabetical order, and parts of speech & pronunciation symbols will also be practiced so that students are able to quickly reference the dictionary to increase vocabulary familiarity when needed.

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Target Learning Outcomes

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Learning Activities
_____1.
Complete exercises in reading text to practice use of common morphemes.
Properties
Learning Cycle: Practice

_____2.
Locate words in dictionary using guide words and alphabetical order using Cambridge Dictionary of American English Student Activity Book (photocopiable) for practice. (p. 2-5, 12-15, 22-26 in 2000 edition)
Properties
Learning Cycle: Practice

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Familiarize one's self with the symbols commonly used in dictionary to indicate part of speech and pronunciation. Complete "2000 Words" Exercise sheets for designated "words of the week" each week.
Properties
Learning Cycle: Practice

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Assessment Activities
_____1.
Find the page number and column where 10 words are located in dictionary in 5 minutes or less. (Test & answer key included in this curriculum plan.)

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Obtain an 70% or higher on weekly spelling tests of designated words out of "2000 Words" program. (teacher dictates "Words of the Week" each week)

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Average 70% or higher on course textbook "Exercise C" for all units. (morphemes, parts of speech)

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Learning Materials
1. . List of "2000 Words"- this list has been broken down for each ESL level at MATC. .
2. . Cambridge Dictionary of American English . Year: 2000 . Media Type: Print . Description: ISBN 0 521 47761 1.
3. . Smith & Mare . Concepts for Today . Location: MATC bookstore .
4. . AK Byrne . In-house "2000 Words" Exercise page . Description: Students can use these sheets each week to "process" the Words of the Week from the 2000 Words list. (Only some of the 2000 words will be designated for this level.) Students submit the sheets for grade recording (80% or higher is desired)..
5. . AK Byrne . In-house timed test for locating words . Description: This in-house test should be used after students have learned alphabetical order and the use of guide words. On this test paper, students indicate page numbers and columns where words on located in dictionary. Answer key is provided with this curriculum for Cambridge Dictionary of American English dictionary..
ESL Reading 4
Learning Plan 2
Applying Critical Thinking Skills

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Overview
Title Applying Critical Thinking Skills
Developer(s) AK Byrne & Diane Harley
Date 5/30/2006

Purpose
Specific critical thinking skills will be introduced at ESL level 4. Readers are encouraged to be active readers, thinking critically as they read materials for what IS read and what ISN'T in the text. Critical thinking skills included are: identifying cause and effect, author's tone, facts vs. opinions, author's purpose, author's bias, ambiguities, and unsupported statements. Readers will also compare and contrast information obtained from various sources/modes.

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Target Learning Outcomes

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Learning Activities
_____1.
Complete learning activities in textbook.
Properties
Learning Cycle: Practice

_____2.
Research a topic of interest. Locate and read at least 5 resources including: an internet site, a non-fiction book, a magazine dedicated to the subject, a manufacturer's product brochure related to the topic, and a newspaper article. Compare and contrast the information obtained from the sources. Evaluate the author of each text and determine their purpose, bias, and tone. Evaluate the information provided and make a list of what information is missing. Make a presentation to the class regarding your findings.
Properties
Learning Cycle: Application

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Assessment Activities
_____1.
Give class presentation regarding your findings during your research process. Using a rubric, students will achieve at least 70% of the possible points as evaluated by the instructor during the presentation.

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Learning Materials
1. . Lorraine C. Smith, Nancy Nici Mare . Concepts for Today (Second Edition) . Year: 2004 . Media Type: Print . Length: 270 pgs. . Location: MATC bookstore .
2. . AK Byrne . In-house rubric for presentation . Description: This rubric will help students prepare for their presentations and will help the teacher score their presentations. A score of 80% or more is desired..
3. . AK Byrne . In-house Project Preparation Worksheets . Description: This worksheet is used by students to record findings during research. The information put on this worksheet will be presented in the class presentation (separate rubric) and this worksheet will be submitted for scoring..
ESL Reading 4
Learning Plan 3
Developing Identity Through Reading

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Overview
Title Developing Identity Through Reading
Developer(s) AK Byrne & Diane Harley
Date 5/30/2006

Purpose
During each class period, students will read self-selected materials silently and then record reflections and thoughts in a reflections notebook. Students will become increasingly cognizant of: their preferred reading modality, introspective changes occuring in themselves as they explore text, their personal opinions, how their past has shaped who they are, how their culture has shaped who they are, and what the future might hold for them in the context of a change world.

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Target Learning Outcomes

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Learning Activities
_____1.
Bring in materials of personal interest to read during sustained silent reading (SSR) time in class. After reading, record any reflections, thoughts, questions, or concerns that came up during the SSR time.
Properties
Learning Cycle: Practice

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Complete interest survey (included in this curriculum) early in the course to introduce self to teacher and class and to explore current interests.
Properties
Learning Cycle: Motivation

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Assessment Activities
_____1.
Complete a "Reflections" entry for each day in class.

_____2.
Complete introductory survey of interests to be shared with class and teacher.

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Learning Materials
1. . notebook for reflections . Description: blank notebook.
2. . AK Byrne . In-house "Reflections" starters . Description: This handout could be given to students to give them idea starters for reading reflections. (Part of 15 +15 in Course outline).
3. . varies . students' choice (could include internet web sites) . Media Type: Print, website . Location: could come from home, libraries, etc. .
ESL Reading 4
Learning Plan 4
Developing Long-term Reading Interests and Habits

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Overview
Title Developing Long-term Reading Interests and Habits
Developer(s) AK Byrne & Diane Harley
Date 5/30/2006

Purpose
The activity of reading is necessary to improve reading skills. In order to encourage regular reading, students will explore the vastness of available materials. Students will learn ways to locate texts of personal interest. Tours of MATC/local libraries will be taken and web sources will be explored to broaden the availability of reading materials. Designated class time for sustained silent reading will encourage the act of reading on a regular basis.

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Target Learning Outcomes

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Learning Activities
_____1.
Visit MATC library every two weeks.
Properties
Learning Cycle: Practice

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Explore available materials related to a personal interest topic on the internet.
Properties
Learning Cycle: Motivation

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Bring materials of personal interest to class and read during Sustained Silent Reading.
Properties
Learning Cycle: Application

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Visit other local libraries.
Properties
Learning Cycle: Motivation

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Assessment Activities
_____1.
Research what materials are available about a topic of personal interest to you. Try to find a magazine/ journal, a website, and a book or newspaper that in dedicated to your topic. Tell the class what you found. (This is a first semester project. It's merely a "survey" of what's out there. In second semester, students are asked to obtain the materials and evaluate the information in them.) Students are successful if they have identified each type of material (see above) in the presentation. (In-house rubric accompanies this curriculum.)

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Bring materials of interest to class for Sustained Silent Reading in class at least 90% of the time. (The internet can be used to meet this requirement less than 50% of the time if available.)

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Learning Materials
1. . self-selected materials . Media Type: Print, Internet . Description: Could be trade journals, magazines, newspapers, books, internet web sites, etc..
2. . AK Byrne . In-House "Checklist" in Preparation for first semester materials survey . Description: This in-house checklist is distributed to students in preparation for the first semester "report out" on materials found on a particular project. This is an analysis of the materials, just an identification of the availability of materials..
ESL Reading 4
Learning Plan 5
Increasing Overall Reading Rate to 200 Words Per Minute

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Overview
Title Increasing Overall Reading Rate to 200 Words Per Minute
Developer(s) AK Byrne & Diane Harley
Date 5/30/2006

Purpose
Research indicates that readers need to be able to read at least 200 words per minute in order to comprehend challenging academic texts. Since ESL learners could enter occupational programs (as early as) upon completion of ESL 4 Reading, learners at the end of this course need to be reading and comprehending at a reading rate of 200 words per minute. While some students will meet this goal, others may need multiple semesters to achieve this rate. Regular practice at increasing the reading rate is necessary to achieve this goal.

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Target Learning Outcomes

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Learning Activities
_____1.
Participate in timed reading rate activities during class. Submit your timed reading results to your teacher.

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Assessment Activities
_____1.
At the completion of the course, students will submit a final reading rate report of at least 200 words per minute.

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Learning Materials
1. . ????????? . Media Type: WEB Site . Description: The program allows students to take timed reading exercises and provides comprehension questions afterwards. A reading rate is supplied at the completion of the exercise..
ESL Reading 4
Learning Plan 6
Comprehending Texts of Increasing Length and Difficulty

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Overview
Title Comprehending Texts of Increasing Length and Difficulty
Developer(s) AK Byrne and Diane Harley
Date 5/30/2006

Purpose
ESL learners are often interested in occupational training and advancement. In order to participate in advance educational opportunities, students will need to understand texts of increasing length and difficulty. In this course, students will learn how to "disect" texts, read actively for better comprehension, identify figurative language and idioms, restate information, outline information, extract information from graphic representations, pre-read for faster location of information, and skim and scan text. At the completion of the course, students will be asked to reflect on which strategies were most helpful to themselves in order to encourage use in the future.

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Target Learning Outcomes

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Learning Activities
_____1.
Practice comprehension strategies using the course textbook and other texts.
Properties
Learning Cycle: Practice

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Practice test-taking strategies for timed reading tests.
Properties
Learning Cycle: Practice

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Identify personally helpful reading comprehension strategies by completing a questionnaire issued by instructor at the end of the course.
Properties
Learning Cycle: Motivation

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Assessment Activities
_____1.
Increase reading comprehension score on standardized test from beginning of course.

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Learning Materials
1. . Lorraine C. Smith , Nancy Nici Mare . Concepts for Today . Year: 2004 .