English As A Second Language 5- Reading Learning Plan 1 Reading 1

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Overview

Title Reading 1 Developer(s) Trudy Baker Date 5/30/2005

Purpose

The purpose of this learning plan is to identify different types of reading comprehension strategies and practice them.

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Target Learning Outcomes

Target Competency A. Use comprehension strategies to read academic works Linked Core Abilities A. Communication B. Critical thinking C. Social interaction Performance Standards Competence will be demonstrated: A.1. by completing assigned reading comprehension quizzes A.2. by completing true - false comprehension worksheets A.3. by submitting completed homework assignments A.4. by completing an outline of the text content Criteria - Performance will be satisfactory when: A.1. reading comprehension quizzes are completed with 70-100% accuracy A.2. true - false comprehension worksheets are completed with 70-100% accuracy A.3. homework assignments are complete A.4. homework assignments are submitted by date due A.5. homework assignments include the use of the new material A.6. outline includes an identification of the main ideas from the text A.7. outline includes the supporting details (facts) for each main idea in the reading Learning Objectives This learning plan addresses the following learning objectives to help you master the competency: A.1. Identify and apply a reading process. A.2. Use pre-reading techniques, including recalling prior knowledge and predicting. A.3. Identify the subject, topic and author's purpose. A.4. Adjust reading rate to purpose of reading. A.5. Identify main ideas and supporting details. A.6. Identify English basic word order. A.7. Read in (Subject - Verb - Object) phrases instead of one word at a time to improve comprehension. A.8. Produce an outline to summarize content of text. A.9. Access websites to read and enter information.

Target Competency B. Use vocabulary development strategies Linked Core Abilities A. Communication B. Critical thinking C. Social interaction Performance Standards Competence will be demonstrated with the increase of working vocabulary: B.1. by completing the assigned vocabulary cloze quiz. B.2. by completing assigned synonym worksheets B.3. by completing vocabulary study cards weekly. B.4. by submitting completed homework assignments B.5. by writing sentences that include a vocabulary word and a synonym Criteria - Performance will be satisfactory when B.1. vocabulary cloze quiz is completed with 70-100% accuracy. B.2. vocabulary quizz is legible B.3. vocabulary quiz answers are spelled correctly B.4. synonym worksheets includes synonyms for given list of vocabulary words found through hard copy B.5. synonym worksheets includes synonyms for a given list of vocabulary words found through online dictionary and thesaurus B.6. synonym worksheet includes the writing of a sentence that includes both the new word and a synonym to ensure complete meaning B.7. vocabulary study card includes a definition of new word B.8. vocabulary study card includes a synonym for new word B.9. vocabulary study card includes a sentence using the new word B.10. vocabulary study card is color-coded for the particular part of speech B.11. homework assignment includes vocabulary words used in the appropriate part of speech B.12. homework assignment includes a picture drawn to depict the meaning of a given vocabulary word B.13. homework assignments are complete B.14. homework assignments are submitted by the due date B.15. homework assignments are legible B.16. homework assignments include words that are spelled correctly B.17. each sentence includes the vocabulary word and an appropriate synonym for the usage in the text reading B.18. each sentence is complete B.19. sentences are submitted by the due date B.20. sentences are legible B.21. sentences words that are spelled correctly

Learning Objectives

This learning plan addresses the following learning objectives to help you master the competency:

B.1. Analyze contextual clues for word meaning. B.2. Identify ways of building vocabulary B.3. Annotate new words. B.4. Analyze meaningful word parts: affixes, prefixes, suffixes and roots. B.5. Demonstrate the acquisition of new vocabulary words, orally and in writing. B.6. Use the dictionary and thesaurus, both hard copy and online.

Target Competency C. Apply critical thinking skills to analyze academic readings Linked Core Abilities A. Communication B. Critical thinking C. Social interaction Performance Standards Competence will be demonstrated: C.1. by responding in writing to critical thinking questions based on a text C.2. by orally discussing responses to reading texts C.3. by completing the checklist on how reading strategies were used Criteria - Performance will be satisfactory when: C.1. critical thinking questions are complete C.2. critical thinking questions include answers that interpret the text C.3. critical thinking questions include personal reflection on the information in the text C.4. critical thinking questions include a reflection on how you used the reading strategies C.5. critical thinking questions includes answers that are written in complete sentences C.6. critical thinking questions include answers with the appropriate punctuation C.7. critical thinking questions include answers that are spelled correctly C.8. oral response includes accurate information from the text C.9. oral response includes a personal insight obtained from the reading C.10. oral response is understood by others C.11. checklist is complete C.12. checklist is completed with thoughtful reflection after a reading

Learning Objectives

This learning plan addresses the following learning objectives to help you master the competency:

C.1. Evaluate information gathered. C.2. Respond critically to a reading, both orally and in writing. C.3. Differentiate fact and opinion.

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Learning Activities

_____1. Identify a reading process, such as SQ3R (Survey, Question, Read, Recall, Review) Properties Learning Cycle: Comprehension Group Size: Large Group Focus: Teacher Centered Environment: Classroom Content: Principle Multiple Intelligence: Verbal/Linguistic Learning Style: Inventing Right/Left Brain: Left Brain VAK: * _____2. Preview the reading by examining the the title, subheadings, bold letters and graphics to predict what the book, story, or article is about. If reading a textbook, look for the organization of the chapter. Properties Learning Cycle: Comprehension Group Size: Large Group Focus: Learner Centered Environment: Classroom Content: Process Multiple Intelligence: Logical/Mathematical Learning Style: Inventing Right/Left Brain: Left Brain VAK: * _____3. Discuss your prior knowledge on the topic. Properties Learning Cycle: Motivation _____4. RELATE the reading to a personal experience. Properties Learning Cycle: Motivation Group Size: Individual Focus: Learner Centered Content: * Multiple Intelligence: Intrapersonal Learning Style: Seeking Meaning Right/Left Brain: Left Brain VAK: Visual _____5. Skim to identify subject, topic and main idea by reading only the first sentence of each paragraph. Properties Learning Cycle: Comprehension Group Size: Individual Focus: Learner Centered Environment: Classroom _____6. Scan for selected information. Properties Learning Cycle: Practice _____7. Scan to identify supporting details Properties Learning Cycle: Practice _____8. Read graphic information (graphs, charts, cartoons, photos) on a given topic. Properties Learning Cycle: Comprehension _____9. Read actively, marking the text by underlining main ideas, important points or things you don't understand. Properties Learning Cycle: Comprehension _____10. Annotate notebook or in the text margins as you have " a conversation with the author." Properties Learning Cycle: Application _____11. Paraphrase the topic. Properties Learning Cycle: Comprehension _____12. Use a blog to post and respond to comments. Properties Learning Cycle: Practice _____13. Participate in small group and partner projects. Properties Learning Cycle: Practice