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English as a Second Language 7 Reading
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Overview
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To assist students to employ reading strategies for study reading of academic text.
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Information
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Title
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Learning Plan 1
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Developer(s)
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Kathleen Hoag
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Date
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4/23/2003
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Prerequisites
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1.
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Appropriate level on Wisconsin English as a Second Language Test
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2.
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Completion of English as a Second Language 6 Reading with a grade of "P"
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3.
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Consent of the instructor
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Competency
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1.
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Utilize study reading strategies for academic text.
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Performance Standards
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Criteria---Performance will be satisfactory when:
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learner develops purposes, processes and strategies for college reading
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learner varies reading speed
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learner recognizes organization of ideas
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learner understands main ideas and details in academic text
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learner understands visual material
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learner understands textbook and chapter organization
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learner writes effective summaries of academic material
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Conditions---Competence will be demonstrated:
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by selecting the appropriate reading strategy for a particular academic reading task
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by adjusting reading speed according to reading task
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in reading comprehension assignments, quizzes and exams
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in individual and peer work both in and out of class
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Learning Objectives
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This learning plan addresses the following learning objectives to help you master the competency:
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a.
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Assign a purpose for each reading assignment: study reading or critical reading.
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b.
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Identify the subject, recall prior knowledge, and make predictions about the reading.
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c.
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Identify the difficulty of the reading by determining prior knowledge, attitude towards subject, organization of ideas, number of connective words, density of material, and unknown vocabulary.
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d.
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Survey books and chapters to evaluate difficulty in language and content.
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e.
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Write a survey map of ideas in a book, chapter or article.
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f.
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Skim, scan or read selected passages for research.
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g.
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Assess tendencies to fixate on a word or words, reread words repeatedly, or move lips, whisper (vocalizing) or mentally say words while reading (subvocalizing).
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h.
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Make corrections in fixation, rereading or (sub)vocalizing through reading in phrases instead of one word at a time.
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i.
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Predict reading content through understanding patterns of organization: whole into parts, listing, chronological, process, spatial, cause-effect, comparison-contrast and problem-solution.
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j.
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Identify main ideas by monitoring comprehension of sentences, paragraphs, and sections.
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k.
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Identify main ideas by using author's clues: titles, heads, subheads, purpose sentence, pre-outline, topic sentences, italics, repetition, questions, numbering, visuals and summaries.
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l.
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Use annotation to identify main ideas: underline, highlight, write summary and reaction in margins.
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m.
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Interpret visuals: photographs, drawing, cartoon, diagram, demonstration, line graph, bar graph, pie graph, pictograph, chart, table of figures, and geographical map.
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Learning Activities
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_____1.
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Evaluate a variety of reading tasks and identify purpose for each.
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_____2.
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For each reading examine heading, title, bold words,and graphics to determine major and minor subjects.
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_____3.
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Before reading, write down questions or ideas to predict content.
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_____4.
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Using a checklist evaluate each reading for difficulty of reading, attitude towards subject, organization of ideas, number of connective words, density of material and unknown vocabulary.
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_____5.
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Describe and employ a variety of graphic organizers to outline text content: mapping, branching, clustering, and outlining.
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_____6.
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Locate key information through skimming, scanning, or reading selected passages.
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_____7.
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Read a text and record reading rate.
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_____8.
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Keep a log of reading rates and reading problems.
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_____9.
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Maintain awareness of reading problems (fixation, rereading, (sub)vocalizing) and make corrections on the spot.
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_____10.
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Identify patterns of organizations in text.
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_____11.
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Underline main ideas in text.
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_____12.
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Underline, highlight, write summary and reaction in margins for all text.
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_____13.
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Discuss visuals and relate them to the content of the text.
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Assessment Activities
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_____1.
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Turn in written assignments.
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_____2.
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Take comprehension and critical reading tests.
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_____3.
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Participate in whole group, small group and partner discussions and projects.
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_____4.
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Demonstrate awareness and correction of any reading rate problems through self tests and maintaining a reading rate log.
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English as a Second Language 7 Reading
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Overview
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To assist students in applying critical reading strategies to academic text.
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Information
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Title
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Learning Plan 2
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Developer(s)
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Kathleen Hoag
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Date
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4/23/2003
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Prerequisites
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1.
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Appropriate level on Wisconsin English as a Second Language Test
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2.
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Completion of English as a Second Language 6 Reading with a grade of "P"
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3.
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Consent of the instructor
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Competency
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2.
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Employ critical reading strategies for academic text.
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Performance Standards
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Criteria---Performance will be satisfactory when:
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learner understands context, purpose and point of view of an argument
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learner evaluates support, reasoning and conclusions of an argument
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learner makes inferences
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learner analyzes values and beliefs
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Conditions---Competence will be demonstrated:
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in written assignments, quizzes, and exams
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in peer and whole group discussion
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under instructor observation
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Learning Objectives
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This learning plan addresses the following learning objectives to help you master the competency:
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a.
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Define argument.
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b.
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Recognize argument: obvious, hidden, unconscious and exploratory.
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c.
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Explain types of argument claims: fact, definition, cause, value, and policy.
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d.
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Identify issue and claim of argument.
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e.
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Identify your personal point of view and compare it with author.
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f.
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Write response to argument including support and relevant information from the argument.
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g.
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Distinguish between literal and inferential meaning.
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h.
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Make an inference that changes the literal meaning for figurative language, sarcasm, and irony.
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i.
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Make accurate inferences that can be linked with evidence from the text.
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j.
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Identify author's values and beliefs based on issue and position on issue.
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k.
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Decide if your values and beliefs lead you to acceptance of author's conclusion.
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Learning Activities
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_____1.
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Explain the components of an argument.
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_____2.
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Read and describe the different types of arguments: obvious, hidden, unconscious, and exploratory.
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_____3.
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Compare different arguments and circle claims.
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_____4.
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Circle claims in arguments that you agree with and make a list of claims you would add to the argument. Do this also with claims for which you are in disagreement.
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_____5.
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Write and answer literal and inferential questions for arguments.
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_____6.
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In group discussion, determine author's values and beliefs that impact the argument. Reference text to back up your opinion.
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_____7.
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Circle passages in a text (essay, cartoon) to identify figurative language, sarcasm, and irony.
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_____8.
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Do prewriting to determine points of a counter argument that you want to make against a particular argument.
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_____9.
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Write an argument draft that states a clear position, includes citation from and references from the author's essay, and uses claims that are relevant and varied.
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_____10.
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Revise and edit argument essay for content, organization, grammar, spelling and punctuation.
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_____11.
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Interview someone about his or her opinion of a recent current event. Evaluate the results for key elements of argumentation.
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_____12.
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Formally debate classmates on a controversial subject.
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_____13.
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Do a presentation to discuss your viewpoint on a topic.
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Assessment Activities
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_____1.
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Turn in written assignments.
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_____2.
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Take quizzes on argument.
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_____3.
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Participate in whole group, small group and partner discussions and projects.
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_____4.
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Discuss the components of argumentation with classmates.
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_____5.
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_____6.
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_____7.
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English as a Second Language 7 Reading
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Overview
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To assist students to identify and learn key academic vocabulary.
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Information
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Title
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Learning Plan 3
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Developer(s)
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Kathleen Hoag
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Date
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4/23/2003
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Prerequisites
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1.
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Appropriate level on Wisconsin English as a Second Language Test
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2.
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Completion of English as a Second Language 6 Reading with a grade of "P"
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3.
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Consent of the instructor
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Competency
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3.
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Increase academic vocabulary.
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Performance Standards
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Criteria---Performance will be satisfactory when:
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learner assesses own strategies for building vocabulary
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learner employs strategies for selecting important vocabulary
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learner utilizes strategies for memorizing and using important vocabulary
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Conditions---Competence will be demonstrated:
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