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English as a Second Language - 8 Reading
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Overview
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To assist students to apply critical reading strategies for specific 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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5/2/2003
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Prerequisites
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1.
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Appropriate level on Wisconsin English as a Second Language Placement Test
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2.
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Completion of English as a Second Language 7 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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Employ critical reading strategies for specific academic subjects
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Performance Standards
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Criteria---Performance will be satisfactory when:
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learner uses critical reading strategies to understand text for common academic subject areas
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learner understands concepts for common academic subject areas
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learner applies vocabulary building strategies to text for common academic subject areas
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learner uses technology to do a presentation on an academic subject area
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Conditions---Competence will be demonstrated:
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in reading assignments, quizzes and exams
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in individual and peer work both in and out of class
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using technology
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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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Identify specific common academic subject areas.
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b.
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Identify and use specific reading strategies for each academic subject area text.
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c.
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Identify an academic subject that would be appropriate for a presentation using technology.
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d.
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Research subject and organize information for presentation.
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e.
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Use note cards and technology to do presentation.
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Learning Activities
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_____1.
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Examine and analyze subject area text books for content and organization.
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_____2.
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Discuss reading strategies that apply to specific text book chapters in various subject areas.
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_____3.
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Use dictionary while assessing textbook chapters.
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_____4.
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Interview native speaking college student about reading strategies for specific subject areas.
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_____5.
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Maintain a language log for new vocabulary and subject area concepts.
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_____6.
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Create exercises and quizzes for classmates on a subject area, incorporating literal, inferential and critical thinking questions.
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_____7.
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Review strategies for note taking from text.
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_____8.
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Evaluate different ways to organize information on note cards.
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_____9.
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Discuss components of good oral presentations: create checklist for evaluation.
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_____10.
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Examine various ways of using technology (Power Point, slides, overhead, audio, video) to do an oral presentation.
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_____11.
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Decide on appropriate technology to use for presentation.
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_____12.
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Research presentation subject on Internet and in library.
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_____14.
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Generate visuals using technology.
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_____15.
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Give presentation using technology and note cards.
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_____16.
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Evaluate own presentation and others using checklist.
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_____17.
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Discuss process of preparing for and giving oral presentation; make plans for improvement.
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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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Create and complete feedback forms.
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_____3.
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Take quizzes and exams on vocabulary and content.
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_____4.
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Participate in whole group, small group, and partner activities.
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_____5.
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Use dictionary when necessary.
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_____6.
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English as a Second Language - 8 Reading
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Overview
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To assist students in the interpretation of literary prose and poetry.
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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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5/14/2003
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Prerequisites
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1.
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Appropriate level on Wisconsin English as a Second Language Placement Test
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2.
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Completion of English as a Second Language 7 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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Performance Standards
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Criteria---Performance will be satisfactory when:
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learner analyzes prose
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learner analyzes poetry
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learner understands connotation
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learner uses reference resources
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Conditions---Competence will be demonstrated:
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through in class group discussion
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in written assignments, quizzes and exams
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in class, at home and in the library
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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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Compare a variety of prose and poetry.
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b.
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Examine literary analysis through reading analysis by others.
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c.
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Explain and apply literary analysis terms: setting - time, setting - place, characters, point of view, conflict, plot and theme.
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d.
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Explain and apply poetry analysis terms: connotation, description, metaphor, simile, personification and symbols, theme and allusion.
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e.
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Write literary analysis essays that make a point about one or more elements of a literary work.
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f.
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Use prewriting techniques to generate and organize ideas: annotation of text, discussion, summary, time line, character map, research, and/or two column response journal.
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g.
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Draft a literary analysis that contains a clear method of organization.
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h.
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Write a draft in the present tense and focus on ideas, not events.
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Include sufficient and relevant examples from the work, using citation when necessary.
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j.
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Revise and edit for content, organization, grammar and mechanics.
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k.
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Use dictionary, thesaurus, and/or electronic translator.
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Learning Activities
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_____1.
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Examine a wide range of prose and poetry text for content and organization.
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_____2.
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Read short stories and/or novel to identify literary devices.
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_____3.
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Match excerpts from a text with the literary term that characterizes them.
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_____4.
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Use literary devices to discuss and write about prose and poetry.
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_____5.
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Maintain a language log for vocabulary and concepts.
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_____6.
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Interview a classmate about his/her interpretation of a text.
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_____7.
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Discuss the connotations of words from a student generated text.
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_____8.
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Recite and/or record prose and poetry to listen for rthym and meaning.
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_____9.
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Write a short story and a poem.
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_____10.
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Tour bookstores and read fiction.
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_____11.
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Go to a literary reading at a bookstore or library.
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_____12.
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Act out parts of a literary text.
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_____13.
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Write a new story based on a character or setting from a text.
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_____14.
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Review reading lists from English courses and libraries to learn about different genres of literature.
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_____15.
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Read an excerpt from a favorite book.
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_____16.
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Maintain a reading log to track reading activity.
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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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Participate in whole group, small group, and partner activities.
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_____3.
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Take quizzes and exams on vocabulary and content.
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_____4.
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Create and complete feedback forms.
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English as a Second Language - 8 Reading
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Overview
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To provide students with the knowledge and skills to be effective learners in the United States educational system.
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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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5/14/2003
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Prerequisites
|
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1.
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Appropriate level on Wisconsin English as a Second Language Placement Test
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2.
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Completion of English as a Second Language 7 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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Demonstrate college readiness
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Performance Standards
|
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Criteria---Performance will be satisfactory when:
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o
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learner reflects on own learning process
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