A Thematic Approach to Teaching Reading Strategies

A Curriculum for EFL 5 Adult Learners

June 2007

Co Authors and Editors! Ann "arie #arter$ "aine %epartment of Education &ail #urnett$ Sanford Communit' Adult Education Joan (ar)er$ *+ford ,ills Adult Education "aggie Scholl$ "SA% - and Fran)lin Count' Adult #asic Education
Questions regarding this document should be directed to Andy McMahan at andy.mcmahan@maine.gov or Ann Marie Barter at annmarie.barter@maine.gov.

A Thematic Approach to Teaching Reading Strategies Ta.le of Contents! Page 1: Page 2: Page !: Page: #: Pages ()*: Pages 1-)21: Pages 22)#2: Cover Page Table o Contents Curriculum and Content "utline $o% to &se the Curriculum 'ocument +esources and +ecommended Te,ts Curriculum A..endi,

/earning 0tyles 1nventories +eading 2 1nterest 0urvey 0mart 3oal 0heet and other goal)setting tem.lates 3ra.hic "rgani4ers 5ord Ma. 6no%ledge +ating 0cale 7ocabulary Quadrant Chart 7ocabulary 1nstruction and Activities Characteristics o 8 ective +eaders Thin9 Aloud :i, &. 0trategies Critical +eading 0trategies +eading +ate +ead 5ith &nderstanding assessment Port olio 3uidelines "vercoming "bstacles Theme te,ts Teaching the Art o Questioning or Boo9 Club Boo9 Club +ole 1nstructions and 'escri.tors 3ra.hic "rgani4ers or Boo9 Club :amily Theme te,ts 8valuating 1nternet +esources Te,t +eadability and /e,iles 0trategies or using the ;Change Agent< articles

A Thematic Approach to Teaching Reading Strategies Curriculum *utline EFL! =+0 /evel ( Standards! "LR! A. 1nterconnected 8lements o +eading> '. /anguage ?both P1@sA EFF! +ead %ith &nderstanding and +e lect and 8valuate *./ecti0es! 0tudents %ill be able to a..ly reading com.rehension strategies in order to ma9e connections bet%een the te,t and their lives. 0tudents %ill be able to engage in .re)reading> reading> and .ost)reading strategies in order to enhance com.rehension. 0tudents %ill be able to a..ly evidence)based strategies or learning ne% vocabulary. 0tudents %ill be able to em.loy accurate grammar> language and mechanics in order to increase the e ectiveness o their reading com.rehension> %ritten and oral communication. 0tudents %ill be able to read and analy4e literary> .ersuasive and e,.ository te,ts. Format ! Theme)based Curriculum is built around three main themes: :amily> "vercoming obstacles and 1mmigration ?/ist o other themes included in curriculum documentA. A..endi, includes selected te,ts at a..ro.riate reading level and strategies to determine readability. Curriculum has standards and .er ormance indicators identi ied ne,t to learning activities. Content! Pre)reading 0trategies B ma9ing .redictions> as9ing Cuestions> surveying te,t> activating .rior 9no%ledge> %riting .rom.ts +eading 0trategies B reading rate> re)reading> as9ingDans%ering Cuestions> te,t ormats> te,t mar9ing> s9imming and scanning> vocabulary s9ills Post)reading 0trategies B summari4ing and res.onding> %riting> re)tells> analy4ing meaning> connecting to .ur.ose> ans%ering Cuestions 7ocabulary strategies B %or9ing %ith conte,t> direct instruction> ma9ing connections> %ord .arts and root meanings 3rammar> usage and mechanics as determined by learners@ errors and needs

,o1 to 2se the Curriculum %ocument 3 A &uide for 4nstructors This curriculum is designed to match the needs o your learners %ith your teaching style in a %ay that addresses standards)based instruction. The ollo%ing guide is intended to hel. you better understand ho% the designers o this curriculum envision its use. 1A Print out all the .ages o the document and organi4e the sections o the curriculum into a user) riendly ormat ?a three)ring binder divided into +esources> Curriculum> and A..endi, %or9s %ellA. 2A +ead each section care ully> .aying .articular attention to the .ages Eust be ore the actual curriculum that in orm you about the curriculum ?P. 1-)12A. !A Consult the .re)reCuisite 9no%ledge and s9ills o the instructor section on Page 1-. $aving these s9ills %ill ensure success ul im.lementation o the curriculum. 0ee F* or suggestions. #A 1 it is your res.onsibility to conduct standardi4ed learner assessments ?CA0A0A> it is recommended that you do this P+1"+ to .lacement into this course and not during class time. (A :amiliari4e yoursel %ith the standards and obEectives o the course because in a standards)based curriculum these are your instructional and assessment targets. GA +evie% +esources and A..endi, to select a..ro.riate te,ts and su..orting documents or use in class. Hou may decide to use authentic materials e,clusively or select a course te,t and then su..lement %ith additional selections. Hou may have a di erent learning style inventory or goal sheet that you are com ortable using. The curriculum is meant to be a le,ible document and substitutions are encouraged as long as the materials used are adult) riendly A=' meet the criteria or 8:/ ( readability level. 1nstructions to determine readability level are .rovided in the a..endi,. Hou may %ish to go to the %ebsites cited in the A..endi, and .rint out resources be ore the class starts. IA 'ecide ho% you .re er to s.end the irst !)G hours o instruction B do you ocus e,clusively on assessing .rior 9no%ledge and goal)setting to get to 9no% the learners better or do you embed those activities in the irst theme in order to start %ith reading instructionJ There is no right or %rong %ay as long as you don@t eliminate any .ortion o the curriculum. KA 5rite your lesson .lans. 'etermine ho% much time you %ill allot to each unit andDor activity> ho% much time %ill be devoted to language and mechanics> and %hat activities %ill be done outside o class. *A 0ee9 .ro essional develo.ment on any as.ect o the curriculum that is un amiliar to you. Although most instructions are included in the a..endi,> there are on)line courses> %ebsites> boo9s> '"8> and CA// s.onsored learning o..ortunities to su..ort your use o this curriculum. 1-A $ave unL /earners and Teachers %ho have e,.erienced this curriculum loved it. =otes: o The curriculum is a guideline that can be easily ada.ted to suit you and your learners@ needs. o To insure the integrity o the level> it is critical that materials andDor activities that are modi ied continue to meet the criteria o the =+0 descri.tors. o 'o not eliminate any .ortion o the curriculum B doing this com.romises the learners@ o..ortunity to meet standards and demonstrate mastery through the learning activities and assessments. #

o The standards andDor .er ormance indicators addressed in each .art o the curriculum are .rinted in the column to the le t o the learning activities or each unit and assessment activity.

RES*2RCES F*R A T,E"AT4C A((R*AC, T* TEAC,45& REA%45& STRATE&4ES E5&L4S, C2RR4C2L2" Cop'right note! 1t is legal under the ; air use< doctrine o co.yright la% to co.y a .ortion o a co.yrighted te,t or non).ro it educational use. The la% does not s.eci y %hat Cuantity o the %hole te,t is .ermissible. This curriculum recommends e,cer.ts rom te,ts %hich are generally a e% .ages or u. to a cha.ter> a minimal .ortion o the entire te,t. An asteris9 indicates strongly recommended by .ilot teachers Bringing 5ords to /i e: +obust 7ocabulary 1nstruction by 1sabel Bec9 et al> The 3uil ord Press MClassroom Assessment that 5or9s by Anne 'avies> A0C' The Com.lete =e%s.a.er +esource Boo9 > 5alch Publishing M$el. Hoursel : $o% to ta9e advantage o your learning styles by 3ail 0onbuchner> =e% +eaders Press 1nteractions: A Thematic +eader by A. Moseley 2 N. $arris> $oughton Mi lin M+esearch)Based Princi.les or Adult Basic 8ducation +eading 1nstruction> by Nohn 6ruidenier> Produced by +MC +esearch Cor.oration> Portsmouth> =$ or may be do%nloaded ree o charge at: %%%.ni l.govD.artnershi. orreading Teaching +eading to Adults: A Balanced A..roach by Pat Cam.bell> 3rass +oots Press 12th 3rade 8,.ository +eading 2 5riting Course> The Cali ornia 0tate &niversity 0ystem> htt.:DD%%%.calstate.eduDea.Denglishcourse.materials.shtml Center or Adult /earning and /iteracy> &niversity o Maine at "rono htt.:DD%%%.umaine.eduDcallD 8:: 0tandards htt.:DDe .cls.ut9.eduD Maine /earning +esults htt.:DD%%%.maine.govDeducationD MMA+78/ B Maine@s 7irtual /ibrary 5ebsite: %%%.maine.govDmarvel MMy Turn 8ssays %ith teacher activities B ree rom =e%s%ee9> online or in .rint htt.:DD%%%.msnbc.msn.comDidD!-!2(#2DsiteDne%s%ee9D %%%.startool9it.org o icial %ebsite o the &0 'e.@t o 8ducation@s 0tudent Achievement in +eading .roEect &RA""AR$ LA5&2A&E A5% "EC,A54CS RES*2RCES F*R A T,E"AT4C A((R*AC, T* TEAC,45& REA%45& STRATE&4ES 3rammar and mechanics %ill be taught in conte,t ?each lessonA 8nglish 8ssentials: 5hat 8very 0tudent =eeds to 6no% about 3rammar> Punctuation and &sage by Nohn /angan 2 B. Nohnson> Mc3ra%)$ill MThe /east Hou 0hould 6no% about 8nglish by Paige 5ilson and Teresa 3la4ier> Thomson $einle Publisher M5riter@s 1nc B $oughton Mi lin

5hen e,cer.ts are not identi ied or instructional activities> the irst cha.ter is recommended unless the instructor .re ers another selection. *6ERC*"45& *#STACLES T,E"E RES*2RCES All "ver but the 0houtin@ by +ic9 Bragg M8veryday $eroes To%nsend Press ?78+H ine,.ensiveA M1 6no% 5hy the Caged Bird 0ings by Maya Angelou 1t@s =ot About the Bi9e by /ance Armstrong Ne%el by Bret /ott /etters o a 5oman $omesteader by 8linore 0te%art M"ne :le% "ver the Cuc9oo@s =est ? ilm> tooA by 6en 6esey 0eed o 0arah: Memoirs o a 0urvivor by Nudith 1saacson ?Maine authorA Articles> stories or boo9s on: Athletes "lym.ic com.etitors "utdoor adventures 'iaries and Eournals rom %ild %est or any .eriod rom history $istorical igures> .residents ?Abe /incolnA 0lavery $ealth issues +acial> religious or cultural discrimination "ther resources: My Turn 8ssays B =e%s%ee9 Change Agent :ocus on Basics +eader@s 'igest ".)8dDne%s.a.ers =on) iction stories by +obert Broo9s ?resiliencyA

FA"4L7 T,E"E 3 #**8CL2# RES*2RCES Annie Nohn by Namaica 6incaid 1nto the 5ild by Nonathan 6ra9auer Authors: 'ave Barry Bill Cosby 8rma Bombec9 Anna Quindlen Bailey 5hite +obert :ulghum Barbara 6ingsolver Boo9s andDor articles on: Blended amilies Ado.tion Caring or aging .arents Managing amily and %or9 Teen .arents 0ingle .arenting 3rand.arents raising grandchildren :athers@ rights 3ay marriageDado.tion

+esources: Parade Maga4ine htt.:DD%%%..arade.comD and insert in the Maine 0unday Telegram =e%s.a.er articles and editorials 5ebsites =H Times or Boston 3lobe Maga4ine Maga4ines

4""4&RAT4*5 T,E"E RES*2RCES #**8S America =o%: 0hort +eadings rom +ecent Periodicals by +obert At%an> Bed ordD0t. Martin@s Publisher Crossing into America: The =e% /iterature o 1mmigration an anthology edited by /ouis Mendo4a. =o le,ile level. 8llis 1sland: 'oor%ay to :reedom by 0teven 6roll. Tal9s about %ho %ent through 8llis 1sland. M$o% the 3arcia 3irls /ost their Accents by Nulia Alvare4 1magining America: 0tories rom the Promised /and> anthology o multicultural iction edited by 5esley Bro%n. =o le,ile. MMaine 0.ea9s: An Anthology o Maine /iterature B anthology .ublished by Maine 5riters 2 Pubs Alliance The /ost Boys o =atinga> by Nudy 5algren. About 0udanese re ugee cam.s. Me,ican 1mmigration by Murray Pile. ?A =ational 3eogra.hic boo9A Heh Heh@s $ouse: A Memoir by 8velina Chao ESSA7S OThe :irst in the :amily to be 0u.ersi4ed>O August I> 2--G OMy TurnO essay rom =e%s%ee9 by Nenni er Tang. 1t tells ho% her mother> a Chinese immigrant> %as so ha..y to ma9e her daughter at. htt.:DD%%%.msnbc.msn.comDidD1#-*G#I#DsiteDne%s%ee9D Account o the 0omali immigrant controversy in /e%iston in The Change Agent 0e.t 2--G issue. Can be ound online at: htt.:DD%%%.nelrc.orgDchangeagentD 9E# S4TES htt.:DD%%%.lib.ber9ely.eduDTeaching/ibD3uidesD1nternetD8valuate.html This %ebsite %al9s learners through activities that highlight bias in te,ts and %ebsites. %%%.easy%hois.com 1 learners are unsure o in ormation on a %eb .age> this site says %ho o%ns the site and %hether the o%ner has .ublished the material. 8llis 1sland :oundation> %%%.ellisisland.org . Contains stories o immigrant amilies as %ell as tools or searching or .eo.le %ho came through 8llis 1sland in the .ast. A .age on the $ar.er@s 5eb site> htt.:DDimmigrants.har.%ee9.com> contains in ormation on Chinese immigration in the 1*th century.

The Constitutional +ights :oundation> %hich seems to be a neutral organi4ation .romoting citi4enshi.> has study guides and e,ercises on immigration issues. 5eb address is htt.:DD%%%.cr )usa.orgD. MA+78/ B Maine@s 7irtual /ibrary 5ebsite: %%%.maine.govDmarvel "*64ES O1n America>O 2--2> about an 1rish amilyPs struggle to succeed in =e% Hor9 in the 1*K-s. O'aughter rom 'anang>O 2--2> about a 7ietnamese girlPs e,.eriences in the &.0. OAn American +ha.sody>O 2--1> about a $ungarian girl %ho %as le t behind %hen her amily led during the Cold 5ar> and then %as reunited years later> %ith much di iculty. A%%4T4*5AL RES*2RCES =e%s.a.ers :ocus on Basics

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A Thematic Approach to Teaching Reading Strategies This curriculum %as designed to be used %ith adult learners %ho are unctioning at the beginning o =ational +e.orting 0ystem ?=+0A 8ducational :unctioning /evel ?8:/A (. 1t is intended to .rovide the o..ortunity or learners to earn a high school di.loma credit in 8nglish andDor be a oundation)building course or learners %ho are college)bound. 1t %ould serve eCually %ell as a high school di.loma elective credit or as a course or any student identi ied as reading at this level %hose goal is to im.rove hisDher reading. Although this course could be conducted in #( hours> the recommendation is to allo% G- hours in order to cover the strategies ully and to o er the o..ortunity or learners to master the standards. Pre)reCuisite 9no%ledge and s9ills necessary or the learner to be success ul in this course: Mastery o =+0 level # s9ill descri.tors: /earners can already read sim.le descri.tions> narratives> and authentic materialsQ can determine vocabulary rom conte,t> can ma9e minimal in erences about amiliar te,ts> can %rite short essays on sim.le to.ics> has consistent use o basic .unctuation and can .er orm routine tas9s %ith sim.le com.uter .rograms such as %ord .rocessing. CA0A0 score o 2!G)2#( or any other measurement o reading level at 3rade /evel 8Cuivalent o *.-)1-.* administered prior to .lacement into course M Please note that %hile these CA0A0 scores align %ith =+0 8:/ (> learners %ho had scored 2)( .oints lo%er than this range made the most signi icant .rogress in the .iloting o this curriculum> increasing their CA0A0 scores 12)2- .oints in the .ost)test. Mastery o Per ormance /evel Three or higher on the 8:: &se 1n ormation and Communications Technology Per ormance Continuum: /earners can already do basic internet searches using 9ey %ords> use a %ord .rocessing .rogram> be amiliar %ith the internet> use $el. unctions to solve .roblems> use online communications such as email %ith attachments> and .er orm multi)ste. tas9s %ith e% errors in a amiliar environment.

Pre)reCuisite 9no%ledge and s9ills or the instructor to success ully im.lement this curriculum: &nderstanding o adult learning theory and evidence)based reading instructional .ractices 5or9ing 9no%ledge o =+0 level descri.tors> 8Cui..ed :or the :uture standards and M/+ standards 5illingness to .artner %ith learners in an inCuiry)based> learner)centered a..roach to instruction :amiliarity %ith ormative assessment and .ort olio assessment Basic amiliarity %ith using a %ord .rocessing .rogram> navigating the internet> accessing Cuality resource sites or the selected themes> and %or9ing 9no%ledge o internet research techniCues

This course .rimarily ocuses on im.roving reading s9ills. The instructor %ill embed %riting and languageDgrammar lessons based on learners@ needs to enhance com.rehension and overall e ectiveness o communication. 1t is a theme)based course %ith choices or the instructor and adult learners throughout the curriculum. This course is o ered to be used as designed or to serve as a model o a course curriculum that meets the criteria o the Curriculum :rame%or9 +ubric and aligns to Maine /earning +esults> 8Cui..ed or the :uture 0tandards and =+0 /evel ( descri.tors. The develo.ers o this curriculum recommend ollo%ing the seCuence o instructional activities in the order given to .rovide sca olding or the learners in the course. 11

1n a standards)based curriculum> there is an intentional relationshi. bet%een the identi ied standards> the learning activities and the assessments. There ore> any adEustments to the curriculum must continue to align %ith and assess the .er ormance indicators associated %ith that .ortion o the curriculum. 8liminating any .ortion o the curriculum %ould com.romise the learners@ ability to build and demonstrate mastery o the identi ied standards. The recommended resources have been screened or reading level and all in the *)1-.* grade level as measured by at least one o the ollo%ing: the :og 1nde,> the :lesch)6incaid 1nde,> /e,ile rating or the .ublisher@s rating. 1n some cases> there %as great discre.ancy bet%een the our> but i the te,t ell %ithin the reCuired range on at least one o them> it %as included. 1n other cases> a highly recommended te,t ell very close to the u..er or lo%er ranges o this grade s.an and %as included due to the Cuality o the te,t and the a..ro.riateness o the theme. &ltimately> these recommended resources are meant to serve as a guide or instructors> not a .rescribed menu. All resources included in this curriculum all %ithin the 8:/ ( reading range and it is e,.ected that instructors selecting materials beyond the suggestions .rovided in this document %ill veri y the te,t@s alignment to the 8:/ reading range in order to .reserve the integrity o the curriculum. /earners should be %or9ing %ith te,ts at their instructional level throughout this curriculum. The a..endi, includes instructions or determining readability level o a te,t. Cop'right note! 1t is legal under the ; air use< doctrine o co.yright la% to co.y a .ortion o a co.yrighted te,t or non).ro it educational use to illustrate a lesson. The la% does not s.eci y %hat Cuantity o the %hole te,t is .ermissible to co.y. This curriculum recommends e,cer.ts rom te,ts that do not e,ceed the length o a cha.ter. This course addresses and assesses the follo1ing "aine Learning Results Standards :Re0ised 2007;! A. +8A'1=3: 0tudents read to com.rehend> inter.ret> analy4e> evaluate> and a..reciate literary and e,.ository te,ts by using a variety o strategies. They connect essential ideas> evaluate arguments> and analy4e the various .ers.ectives and ideas .resented in a variety o literary and e,.ository te,ts. A1. *)'i.loma Per ormance 1ndicator: 1nterconnected 8lements o +eading 0tudents read and evaluate te,ts> %ithin a grade a..ro.riate s.an o te,t com.le,ity> by a..lying their 9no%ledge and strategies o com.rehension> vocabulary> al.habetics and luency. '. /A=3&A38: 0tudents %rite and s.ea9 using the conventions o 0tandard American 8nglish. They a..ly 9no%ledge o grammar and usage %hen reading to aid com.rehension. They 9no% and a..ly rules o mechanics and s.elling to enhance the e ectiveness and clarity o communication. '1. *)'i.loma Per ormance 1ndicator: 3rammar and &sage 0tudents a..ly rhetorical s9ills %hen reading> %riting and s.ea9ing through their understanding o 0tandard American 8nglish. '2. *)'i.loma Per ormance 1ndicator: Mechanics 0tudents demonstrate the use o the structures and conventions o 0tandard American 8nglish in their communication.

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This course addresses and assesses the follo1ing E<uipped for the Future Standards! +ead 5ith &nderstanding 'etermine the reading .ur.ose. 0elect reading strategies a..ro.riate to the .ur.ose. Monitor com.rehension and adEust reading strategies. Analy4e the in ormation and re lect on its underlying meaning. 1ntegrate it %ith .rior 9no%ledge to address reading .ur.ose. +e lect and 8valuate Ta9e stoc9 o %here one is: assess %hat one 9no%s already and the relevance o that 9no%ledge. Ma9e in erences> .redictions> or Eudgments based on one@s re lections. MM Please note that %hile other standards and .er ormance indicators %ill be addressed in this curriculum> the ocus or instruction and assessment %ill be on the identi ied standards and .er ormance indicators. Articulated Learning *utcomes=*./ecti0es for this course! 1A 0tudents %ill be able to a..ly reading com.rehension strategies in order to ma9e connections bet%een the te,t and their lives. 2A 0tudents %ill be able to engage in .re)reading> reading> and .ost)reading strategies in order to enhance com.rehension. !A 0tudents %ill be able to a..ly evidence)based strategies or learning ne% vocabulary. #A 0tudents %ill be able to em.loy accurate grammar> language and mechanics in order to increase the e ectiveness o their reading com.rehension> %ritten and oral communication. (A 0tudents %ill be able to read and analy4e literary> .ersuasive andDor e,.ository te,ts. As stated earlier> this course is .resented in a theme)based ormat. The three themes o ered in this curriculum are "vercoming "bstacles> :amily> and 1mmigration. 1deally> the learners %ould select a to.ic o meaning and relevance to their lives. $ere is a list o other .otential themes: Current 8vents 5el are Choices and ConseCuences Abuse Reading (rocess *0er0ie1! Pre)reading activities 3etting +eady to +ead 0urveying the Te,t 'etermining the Pur.ose or +eading Ma9ing Predictions and As9ing Questions 1ntroducing 7ocabulary +eading activities :irst +eading 8,amining /anguage Analy4ing Te,t AdEust +eading 0trategies to Aid Com.rehension 1! Post)reading activities 0ummari4ing and +es.onding Thin9ing Critically 'ra%ing Parallels to +eader@s /i e 1ntegrating Te,t Analysis %ith reading Pur.ose Politics o :ood PovertyD:inances 8lection 1ssues 'iscrimination 3ender 'i erences MythsD/egendsD:ol9lore 8thics $eroes

Curriculum for A Thematic Approach to Teaching Reading Strategies >5 ?0 hours of 4nstruction EFF Reflect and @ ? hours Assess (rior 8no1ledge$ Conduct Learning St'le E0aluate 4n0entor'$ Administer Reading 4nterest Sur0e'$ 4ce.rea)ers$ Team Ta9e stoc9 o #uilding Acti0ities$ &oal Setting %here one is: assess %hat one /earning 0tyle 1nventory: $el. Hoursel or see a..endi, or online sites 9no%s already and +eading 1nterest 0urvey: in a..endi, or use CA//@s the relevance o 3oal)0etting: 0MA+T %or9sheet and goal .lan in a..endi, that 9no%ledge. This .ortion o the curriculum may be taught as the irst !)G hours o the course> or s.read out over the irst e% class sessions in order to integrate reading instruction. "LR ELA A2 A5 hours Theme *ne 3 *0ercoming *.stacles AAB Reading Te,ts: e,cer.ts rom 1 6no% 5hy the Caged Bird 0ings> The 0ecret /i e 0tudents read and o Bees> 8very 'ay $eroes and ;My Turn< essays rom =e%s%ee9 evaluate te,ts> maga4ine or ound online at %ithin a grade ?htt.:DD%%%.msnbc.msn.comDidD!-!2(#2DsiteDne%s%ee9DA a..ro.riate s.an o te,t com.le,ity> by Getting Ready to Read a..lying their 9no%ledge and As learners a..roach a te,t> it is im.ortant to engage them %ith the strategies o material through Cuic9 %rites> discussion> brainstorming> gra.hic com.rehension> organi4ers> or any activity to achieve the ollo%ing goal: vocabulary> $el. learners ma9e a connection bet%een their .ersonal %orld al.habetics and and the %orld o the te,t. luency. $el. learners activate .rior 9no%ledge and e,.erience related to the issues or theme o the te,t. EFF R92 $el. learners share 9no%ledge and vocabulary relevant to the 'etermine the te,t. reading .ur.ose. $el. learners as9 Cuestions that antici.ate %hat the te,t is about. EFF Reflect and E0aluate Ta9e stoc9 o %here one is: assess %hat one 9no%s already and the relevance o that 9no%ledge. Ma9e in erences> .redictions> or Eudgments based on one@s re lections. 5 Minute Quick Prompt Before reading, have learners discuss or write what they know about the topic. Sample uestions for this theme! 5hat do you 9no% about li e or blac9 .eo.le in the south in the 1*#-@sJ ?may also sho% .ictures o se.arate %ater ountains> signs outside o restaurants> etcA 5hat might it be li9e or a child to be raised by anyone other than hisDher .arentDsJ 5hat are some o the obstacles or an adult raising a child aloneJ

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EFF R92 0elect reading strategies a..ro.riate to the .ur.ose.

Surveying the Text 0urveying the te,t gives learners an overvie% o %hat the te,t is about and %hat its structural eatures are. 1t hel.s learners create a rame%or9 so they can ma9e .redictions and ormulate Cuestions to guide their reading. 0urveying involves the ollo%ing tas9s: /oo9ing or titles and sub)headings /oo9ing at the length o the reading :inding out about the author through research or comments accom.anying the te,t 'iscovering %hen and %here this te,t %as irst .ublished =oting the to.ics and main ideas Provide direct instruction about te"t features and note differences among te"t types. #emind learners that different te"t types re uire different reading strategies. Making Predictions and Asking Questions As9 Cuestions and teach learners ho% to as9 Cuestions that %ill hel. them ma9e .redictions about the te,t based on te,tual eatures observed in the survey .rocess. $el. learners notice eatures that are common to s.eci ic genres. $ave them thin9 about the character and the image o the author> the nature o the audience> and the .ur.ose o the %riting. As9 learners to e,.lain ho% they ormed their .redictions> ma9ing them give evidence rom the te,t they surveyed. /earners discuss or %rite about the ollo%ing: 5hat do you thin9 this te,t is going to be aboutJ 5hat do you thin9 is the .ur.ose o this te,tJ 5ho do you thin9 is the intended audience or this te,tJ $o% do you 9no% thisJ Based on the title and other eatures o the te,t> %hat in ormationDideas might this te,t .resentJ 5hat are some Cuestions you %ould li9e to have ans%ered by reading this te,tJ Alternate suggestions: $ave learners individually> or as a grou.> create a 65/ Chart ?sam.le orm in a..endi,A. $ave learners read the irst e% .aragra.hs o the te,t and the irst sentence a ter each sub)heading or each subseCuent .aragra.h. Then have learners %rite or discuss their res.onses to the ollo%ing Cuestions: 5hat is the to.ic o the te,tJ 5hat is the author@s o.inion on that to.icJ 5hat do you thin9 the %riter %ants us to do or believeJ $o% do you arrive at this conclusionJ Turn the title into a Cuestion to ans%er as you read. 1(

"LR ELA AAB Reading 0tudents read and evaluate te,ts> %ithin a grade a..ro.riate s.an o te,t com.le,ity> by a..lying their 9no%ledge and strategies o com.rehension> vocabulary> al.habetics and luency. EFF Reflect and E0aluate Ta9e stoc9 o %here one is: assess %hat one 9no%s already and the relevance o that 9no%ledge. Ma9e in erences> .redictions> or Eudgments based on one@s re lections.

"LR ELA AAB Reading 0tudents read and evaluate te,ts> %ithin a grade a..ro.riate s.an o te,t com.le,ity> by a..lying their 9no%ledge and strategies o com.rehension> vocabulary> al.habetics and luency. EFF Reflect and E0aluate Ta9e stoc9 o %here one is: assess %hat one 9no%s already and the relevance o that 9no%ledge.

Introducing Key Vocabulary Be ore students start reading> give them K)1- 9ey %ords to loo9 or in the te,t. Choosing 9ey %ords and then rein orcing them throughout the reading .rocess is an im.ortant activity or building vocabulary. Additionally> each theme %ill have one vocabulary %ord that may not be in any te,t> but is related to all the te,ts> and should be taught and rein orced throughout the reading .rocess> including discussions and %riting. "ne .otential vocabulary %ord or "vercoming "bstacles is: resilient. :or e,am.le> learners may discuss or %rite about %hat it means to be resilient> ho% a .articular character is or is not resilient> ho% a .erson can hel. another .erson build resiliency> etc. +ecommended strategies or introducing and rein orcing 9ey vocabulary are: ?see a..endi, or strategy e,.lanationsA Provide the meanings o 9ey %ords or the learners. $ave learners record the meanings o 9ey %ords rom the conte,t o their reading in a vocabulary log. Create a 5ord 5all. $ave learners create a 5ord Ma. ?see a..endi,A. $ave learners com.lete a 5ord 6no%ledge +ating 0cale. ?see a..endi,A. $ave learners create a Quadrant Chart. ?see a..endi,A $ave learners ma9e a .ersonal connection to the ne% %ord by giving an e,am.le ?large grou. or .airsA. irst Reading The irst reading o a te,t is intended to hel. the students understand the selection and con irm their .redictions. 8ngage learners in a conversation that includes: 5hich o your .redictions .roved to be trueJ 5hat sur.rised youJ $ave learner retell in o%n %ords. The ollo%ing metacognitive activities are es.ecially e ective during the irst reading: ?see a..endi, or strategy e,.lanationsA 3ra.hic organi4ers ?character %eb> T)chart> etcA Te,t mar9ing Thin9 Aloud +ereading Chun9ing 0ay> Mean> Matter 0QP2+0 Ans%er Questions

"LR ELA AB Reading 0tudents read to com.rehend> inter.ret> analy4e> evaluate> and a..reciate literary and e,.ository te,ts by using a variety o strategies. They connect essential ideas> evaluate arguments> and analy4e the various .ers.ectives and ideas .resented in a variety o literary and e,.ository te,ts. EFF R92 Monitor com.rehension and adEust reading strategies.

1G

"LR ELA %2B Language - %iploma (erformance 4ndicator! "echanics 0tudents demonstrate the use o the structures and conventions o 0tandard American 8nglish in their communication. "LR ELA AB Reading 0tudents read to com.rehend> inter.ret> analy4e> evaluate> and a..reciate literary and e,.ository te,ts by using a variety o strategies. They connect essential ideas> evaluate arguments> and analy4e the various .ers.ectives and ideas .resented in a variety o literary and e,.ository te,ts. %AB - %iploma &rammar and 2sage 0tudents a..ly rhetorical s9ills %hen reading> %riting and s.ea9ing through their understanding o 0tandard American 8nglish. EFF R92 Monitor com.rehension and adEust reading strategies.

!xa"ining #anguage +ein orce the vocabulary %ords introduced and determine i other %ords need to be taught based on the learners@ irst reading o the te,t. 1denti y grammar conce.ts that need to be taught andDor revie%ed based on learners@ %riting> s.ea9ing and analysis o the te,t.

Analy$ing the Text Point out eatures or have learners .oint out eatures that hel. organi4e a reading selection. $ave learners identi y the maEor .arts o the te,t and their .ur.oses ?may be done in small or large grou. discussion> %ith gra.hic organi4ers> te,t mar9ing> or in %ritingA. /earners may re)read or re er bac9 to te,t in order to build luency> enhance understanding o ne% vocabulary and dee.en com.rehension. 1t is im.ortant to be e,.licit about reading strategies and teaching learners to adEust strategies i com.rehension is im.aired. 8ngage learners in discussion o the %ays in %hich authors ma9e linguistic choices to create certain e ects on readers. As.ects to include are: Author@s %ord choice and its e ect :igurative language em.loyed and its im.lications /iterary terms B e,.osition> clima,> resolution 7ariety o sentence structure and length 1ntroduction> body and conclusion Author@s main ideas and su..orting details 5hich ty.e o te,t learner li9ed and %hy Provide direct instruction about figurative language. Scaffold this by pointing out e"amples and then have learners do it as a large group, then in pairs and report out. $nclude use of graphic organi%ers, readers& theater, verbal re'tell, think(pair(share, and writing assignments as appropriate.

1I

"LR ELA AB Reading 0tudents read to com.rehend> inter.ret> analy4e> evaluate> and a..reciate literary and e,.ository te,ts by using a variety o strategies. They connect essential ideas> evaluate arguments> and analy4e the various .ers.ectives and ideas .resented in a variety o literary and e,.ository te,ts. "LR ELA %B Language 0tudents %rite and s.ea9 using the conventions o 0tandard American 8nglish. They a..ly 9no%ledge o grammar and usage %hen reading to aid com.rehension. They 9no% and a..ly rules o mechanics and s.elling to enhance the e ectiveness and clarity o communication. EFF R92 Analy4e the in ormation and re lect on its underlying meaning. EFF Reflect C E0aluate Ma9e in erences> .redictions> or Eudgments based on one@s re lection

Post%Reading Activities Summari%ing and #esponding 0ummari4ing is a critical strategy or learners to 9no%. 1t involves e,tracting the main ideas rom a selection and e,.laining %hat the author says about them. $ere are some o.tions or teaching this com.le, strategy: Ma..ing the te,t &sing gra.hic organi4ers to retell or summari4e 0QP2+0 Ans%ering Questions Chun9ing the te,t and have each student or grou. share their .ortion to create a coherent summary )hinking *ritically The ollo%ing activities hel. learners .rogress rom a literal to an analytical understanding o the reading. 0am.le Cuestions include: 'o you agree %ith the author@s claim thatRJ 'o you thin9 the author has le t something outJ 5hy or %hy notJ 5hat does the author@s style and language tell you about himDherJ 5hat .art o this te,t a ects you emotionallyJ $o% and %hyJ $o% does the author use humorJ 1ronyJ 8tc Any Cuestion that reCuires learners to dra% in erences> conclusions> gets at underlying assum.tionsR Quick writes! +hat is this te"t&s main idea, +hat do you think the author is trying to accomplish, +hat does the author want us to believe, +hat different perspectives are represented in the te"t, +hat did you learn from this discussion, -ow might you use this new learning, Possible activities or pro.ects / may be written or discussed! +hat are three ualities of a resilient person, *ite e"amples from the te"t(s to support your ideas. $dentify an obstacle in your life that you have overcome and write about how you did 0# identify an obstacle that you need to overcome and using e"amples from the te"t(s, e"plore ways to overcome it 0# compare an obstacle in your life to one in the te"t(s and e"plore the similarities and differences. *hoose an obstacle from one of the te"ts and address whether you think society should respond to it. $f so, how, $f not, how can the obstacle be overcome, 1K

1ou are 2ear 3bby. +rite a column advising readers how to develop resiliency. *ompare treatment of racial minorities today to the 4556&s. 3re the obstacles as great today, 2efend your response 7may use pictures, visuals, technology to create support8. #ewrite dialogue into Standard 3merican 9nglish and consider ways in which your version is more(less effective than the author&s. *ompare and contrast a te"t with the film. 0tandards andDor .er ormance indicators indicated here %ill vary based on assessment used. 1t is critical to assess either the "LR or EFF reading standards or this unit> as %ell as the "LR Language Standard and Reflect and E0aluateB "LR ELA AB Reading 0tudents read to com.rehend> inter.ret> analy4e> evaluate> and a..reciate literary and e,.ository te,ts by using a variety o strategies. They connect essential ideas> evaluate arguments> and analy4e the various .ers.ectives and ideas .resented in a variety o literary and e,.ository te,ts. *reate a role play(debate(collage(illustration(pro.ect &nit 'ne Assess"ent 3athering in ormation about your learners@ .rogress is integral to the teaching and learning .rocess. The activities in this unit may be assessed in the ollo%ing %ays: +ead %ith &nderstanding 'iary 5riting rubric 7ocabulary Cui44es> games> 9no%ledge rating chart TeacherD.eerDsel evaluation Com.aring learners@ %or9 to e,em.lars

()%(* hours The"e T+o , a"ily 0uggested te,ts: see :amily Theme +esource /ist =ote: An entire boo9 does not need to be taught or this unit B the theme may be addressed using boo9 club roles around a variety o boo9 e,cer.ts or articles rom the media. This unit %ill be conducted in the ormat o a boo9 club %ith learners. 8ngage learners in a discussion about %hat as.ect o amily they %ish to read more about ?identi y a shared .riority in the grou. B or e,am.le> mothers and daughters> single .arenting> aging .arents> blended amilies> etcA and select te,ts accordingly. Be sure to choose a variety o e,.ository> literary and .ersuasive te,ts. 1ntroduce the roles to the learners and give e,am.les. 0ca old the activity by irst .roviding models> then by having learners .air u. %ith roles> and instructor also .artici.ates in boo9 club by .re.aring a role. By end o unit> learners should be able to .re.are roles inde.endently.

1*

EFF R92 'etermine the reading .ur.ose. 0elect reading strategies a..ro.riate to the .ur.ose. Monitor com.rehension and adEust reading strategies. Analy4e the in ormation and re lect on its underlying meaning. 1ntegrate it %ith .rior 9no%ledge to address reading .ur.ose.

Provide direct instruction about develo.ing Cuestions. 1nstructor may introduce conce.t o thic9 and thin Cuestions to distinguish bet%een actual and in erential Cuestions and .rovide sam.les> .ractice and modeling. "r> instructor may .re er to teach Cuestioning to align %ith Bloom@s Ta,onomy B de.ending on needs o learners and amount o time allotted to this activity. 0uggested activities to address reading .rocess and build on .rior unit: Boo9 tal9 to acilitate te,t choice andDor introduce te,t Thin9 aloud Te,t mar9ing 5ord ma.s +eaders@ theater 3ra.hic organi4ers 1nstructor acilitates boo9 club each class session and identi ies any grammarDmechanical issues to be addressed %ithin unit. +eading may be done in class B out loud> inde.endently> or out o class. A .otential theme vocabulary %ord or the :amily unit is re0elation. Class may decide to read longer te,ts through multi.le boo9 club sessions or shorter te,ts or each session. 1n 12)1( hours o contact time or this unit> a class may use 2)# hours o languageDgrammar instructionQ 2 hours to introduce roles> select theme and teach CuestioningQ and the remaining time or a..ro,imately !)( boo9 club sessions. 1nstructor %ill still engage learners in some .re)reading and reading strategies and the .ost)reading %ill culminate %ith the boo9 club session. /earners %ill need time> .ractice and .erha.s assistance in .re.aring their roles. The"e T+o Assess"ent +ead %ith &nderstanding 'iary Chec9list %ith criteria or %ell)develo.ed Cuestions TeacherD.eerDsel evaluation 7ocabulary Cui44es> games> 9no%ledge rating chart

0tandards andDor .er ormance indicators indicated here %ill vary based on assessment used. 1t is critical to assess either the "LR or EFF reading standards or this unit. EFF R92 'etermine the reading .ur.ose. EFF Reflect and E0aluate Ta9e stoc9 o %here one is: assess %hat one 9no%s already and

()%(* hours The"e Three , I""igration 0uggested te,ts: see 1mmigration Theme +esource /ist This unit builds on all .rior instruction and integrates technology more e,.licitly. A .otential theme vocabulary %ord or the 1mmigration unit is assimilationB

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the relevance o that 9no%ledge. Ma9e in erences> .redictions> or Eudgments based on one@s re lections.

Pre%Reading Activities 0uggested activities to activateDassess .rior 9no%ledge about to.ic: $o% are %e all immigrantsJ 'iscuss %hich generation learners@ amily members came to the &0 and %hen. $ave learners create a amily tree Create a class 65/ chart ?see a..endi,A Create a timeline using gra.hics Analy4e .olitical cartoons rom various eras Mar9 on a %orld ma. %here each learner@s amilies came rom Provide direct instruction on the history o immigration and 8llis 1sland. ?1ncor.orate video cli.s> Po%erPoint> online virtual tours> etcA Provide direct instruction on actual in ormation versus im.ressions> bias and .reEudice B act vs. o.inion. Be sure to cover evaluating %ebsites as %ell as .rinted te,t. &sing the Cuestions in the 5 column o the 65/ or a class brainstorm> develo. a list o all the Cuestions the class has related to this to.ic. Reading and -ost%Reading Activities 0elect te,ts or engage learners in selecting te,ts related to their Cuestions. /earners may each read a di erent te,t according to their heritage and interest. +ead and acilitate activities that address com.rehension> vocabulary and analysis o te,ts. A ter reading at least one te,t on this theme> have each learner identi y a controversial> .olitical> historical> economical or cultural as.ect o immigration that sDhe %ould li9e to learn more about. &sing the internet> have learners locate one article each and read. Then have learners loo9 at each others@ articles to chec9 or reliability. :acilitate a discussion that addresses te,t ty.e and detection o bias. $ave the learners set criteria or .resenting their indings to the rest o the grou.. Consider .arameters around time length> Cuality> accuracy o in ormation> clarity o .resentation. ".tions or .resentation may include an oral re.ort> %ritten re.ort> sel )assessment> .eer revie%> etc. Create a chec9list %ith criteria and a column a ter each that states ;met< or ;not met<. TeachDrevie% reading strategies or this .roEect. 8,am.les include: 09imming and scanning Te,t eatures B bullets> headings> headlines> ca.tions> gra.hs> charts> sub)headings +ate B slo%> reading every %ord> re)reading Te,t mar9ing 21

"LR ELA AB Reading 0tudents read to com.rehend> inter.ret> analy4e> evaluate> and a..reciate literary and e,.ository te,ts by using a variety o strategies. They connect essential ideas> evaluate arguments> and analy4e the various .ers.ectives and ideas .resented in a variety o literary and e,.ository te,ts. EFF R92 0elect reading strategies a..ro.riate to the .ur.ose. Monitor com.rehension and adEust reading strategies.

Analy4e the in ormation and re lect on its underlying meaning. 1ntegrate it %ith .rior 9no%ledge to address reading .ur.ose. "LR ELA %B Language 0tudents %rite and s.ea9 using the conventions o 0tandard American 8nglish. They a..ly 9no%ledge o grammar and usage %hen reading to aid com.rehension. They 9no% and a..ly rules o mechanics and s.elling to enhance the e ectiveness and clarity o communication. EFF Reflect and E0aluate Ma9e in erences> .redictions> or Eudgments based on one@s re lections. EFF Reflect and E0aluate Ta9e stoc9 o %here one is: assess %hat one 9no%s already and the relevance o that 9no%ledge. Ma9e in erences> .redictions> or Eudgments based on one@s re lections.

Thin9 aloud

Then have learners ind 2 more resources that may or may not be online. $ave learners com.are and synthesi4e in ormation in order to .resent indings. 1nstructor embeds grammar and mechanics instruction based on learners@ .resentations. The"e Three Assess"ent /earners sel )assess their %or9 using class criteria chec9list. /earners and instructor assess each .resentation o evidence based on ho% learner decides to share indings.

.%/ hours 0ourse Assess"ent /earners develo. a .ort olio o their .rogress in this course. Port olio may be organi4ed around standards> reading strategies> .rogress o learner> etc. 0ee a..endi, or .ort olio resources and sam.le guidelines. This .ortion o the curriculum may be taught as the last !)G hours o the course> or s.read out over several class sessions. The .ort olio assignment should be introduced to learners very early in the curriculum.

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A((E5%4D F*R A T,E"AT4C A((R*AC, T* TEAC,45& REA%45& STRATE&4ES 3 EFL 5 Cop'right note! 1t is legal under the ; air use< doctrine o co.yright la% to co.y a .ortion o a co.yrighted te,t or non).ro it educational use to illustrate a lesson. The la% does not s.eci y %hat Cuantity o the %hole te,t is .ermissible to co.y. All %ebsites have been chec9ed or accuracy and %ere accessible as o Nune !-> 2--I. 1A /earning 0tyle 1nventory +ecommendations: $el. Hoursel : $o% to ta9e advantage o your learning styles by 3ail 0onbuchner> =e% +eaders Press ?Mstrongly recommended or .urchase and use by all .ilot teachers and curriculum develo.ersA /earning 0tyle 5ebsites: htt.:DD%%%.engr.ncsu.eduDlearningstylesDils%eb.html htt.:DD%%%.rrcc)online.comDS.sychD/01nventory.html htt.:DD%%%.metamath.comDls%ebDdvclearn.htm htt.:DD%%%.learning)styles)online.comDinventoryDCuestions.as.Jcoo9iesetTy 2A !A #A (A +eading 2 1nterest 0urvey B see Page 2# 0MA+T 3oal 0heet B see Page 2( 3oal)0etting %or9 sheet B see Page 2G 3ra.hic organi4ers B s.ider %eb> 9%l chart> ( %@s chart> venn diagram> time order event> .roblemDsolution chart all rom $oughton Mi lin on this site: htt.:DD%%%.edu.lace.comD9idsDhmeD9U(Dgra.horgD GA 5ord Ma. B see Page 2I IA 6no%ledge +ating 0cale or vocabulary B e,am.le at: htt.:DDresults.ocde.usDdo%nloadsD3+U7ocabU6no%ledgeU+ati..d KA 7ocabulary Quadrant Chart ) P. ()G directions> chart on P. 1! o this site: htt.:DD%%%..de.state..a.usDableDlibDableD ieldnotes-ID n-Ievidencebased..d *A 7ocabulary 1nstruction %ith Activities B see Pages 2K)!2 1-A Characteristics o 8 ective +eaders htt.:DD%%%.berea.eduDcltcrDdocumentsDti.sheetsD#)+eadingD:) Characteristics8 ective+eader..d 11A +eading 0trategies B A..endi, A> Page 2# o The 12th 3rade 8,.ository +eading 2 5riting Course> The Cali ornia 0tate &niversity 0ystem at: htt.:DD%%%.calstate.eduDea.DenglishcourseDinde,.shtml 12A Thin9 Aloud B both this site and its lin9 are e,cellent htt.:DD%%%.suite1-1.comDe,ternalUlin9.c mJ elin9Thtt.:DD.ec.Eun.alas9a.eduDConsortiaD/itD+eadingDcom.strategies.html 1!A Thin9 Aloud 0tudent :eedbac9 0heet B see Page !! 1#A :i, &. 0trategies ) htt.:DD%%%.roc9 ordschools.orgDreadingDadobe.rintsD:i,V2-u.V2-e,.lanantion..d 1(A Critical +eading 0trategies B htt.:DDtldu.%ai9ato.ac.n4DresourcesD0878=C+1T1CA/+8A'1=30T+AT83180..d 1GA +eading Critically B htt.:DD%%%.star9.9ent.eduDAcademicsD5ritingDu.loadD+eadingV2-Critically.doc 1IA 7ary Hour +eading +ate B rom the academic s9ills center> 'artmouth college htt.:DD%%%.dartmouth.eduDSacs9illsDdocsDvaryUreadingUrates.doc 1KA +ead 5ith &nderstanding 'iary B see Page !# 1*A 0am.le Port olio +ubric B ?in Microso t 5ord> so can be modi iedA htt.:DD%%%.umes.eduDeducationDe,hibitDdocsDP"+T:"/1"V2-+&B+1C.doc 2-A Port olio 'evelo.ment Criteria B see Page !( 21A 0am.le Port olio 3uidelines B see Page !G 22A Abraham /incoln 'idn@t Quit B see Page !I 2!

2!A Characteristics o 0uccess ul 0tudents B htt.:DD%%%.bainbridge.eduDstudentDv.UstudDchaUsuc.htm 2#A $o% to 0tudy and Ma9e the Most o Hour Time B htt.:DD%%%.ad.rima.comDstudyout.htm 2(A Qualities o 0uccess B htt.:DD%%%.addme.comDissueI(.htm 2GA Teaching the Art o Questioning B see Page !K 2IA Boo9 Club 1nstructions and role sheets htt.:DD%%%.allamericareads.orgDlesson.lanDstrategiesDduringDlitcirc1.htm 2KA 0am.le Boo9 Club +ole 'escri.tors B see Page !* 2*A 3ra.hic "rgani4ers or Boo9 Club: ?22 di erent character ma.sA htt.:DD%%%.greece.912.ny.usDinstructionDelaDG) 12DToolsDcharacter V2-study..d 0tory ma.: htt.:DD%%%.readingCuest.orgDstratDstoryma.s.html :iction 2 =on):iction gra.hic organi4ers: htt.:DD%%%.%ebsterschools.orgD%eb.agesD0ummer+eadingDUmiddleUschool.c mJsub.ageT!I#(5ord ma.: htt.:DD%%%.readingCuest.orgDstratD%ordma..html !-A 8valuating 1nternet +esources B ?additional sites on curriculum resource .ageA htt.:DDlibrary.usm.maine.eduDresearchDresearchguidesD%ebevaluating.html 5ebsites you can trust ) htt.:DDlii.orgD.ubDhtdocsDaboutUovervie%.htm :or evaluating all resources> including internet ) htt.:DDo%l.english..urdue.eduDhandoutsDresearchDrUevalsource(.html 1 learners are unsure o in ormation on a %eb .age> this site says %ho o%ns the site and %hether the o%ner has .ublished the material ) %%%.easy%hois.com !1A $o% to 'etermine the +eadability o a Te,t B see Page #!2A Accessing and &sing the /e,ile :rame%or9 0ite B see Page #1 !!A Accessing a 0ite or :ull)Te,t Articles using MA+78/ B see Page #2 !#A 0trategies or using the Change Agent %ith learners htt.:DD%%%.nelrc.orgDchangeagentDstrategies.htm

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Reading C 4nterest Sur0e' (lease ans1er the follo1ing <uestions so 1e can 1or) together to select reading materials that capture 'our attention! AgeUUUUUUUUUU 3ender: MaleUUUUUUU :emaleUUUUUU

Three %ords that come to mind %hen 1 thin9 o reading are: 1A 2A !A My avorite boo9 %hen 1 %as a child %as:

My avorite boo9 o all time is:

"ne boo9 1 have never read but al%ays %anted to is:

5hat is your strength as a readerJ

5hat as.ect o reading %ould you li9e to .ractice or im.roveJ

"n a rainy 0unday a ternoon> you@ll ind meR

1 1 could go bac9 in time and tal9 to a .erson in history> 1@d li9e to tal9 to:

The last movie 1 rented or sa% in a theater %as:

1 1 9ne% the %orld %as going to end tomorro%> today 1@d li9e to try:

My avorite ty.es o boo9s are: +omanceUUUU 0cience :iction UUUU MysteryUUUU AdventureUUUU :antasyUUUU 5esternUUUU PoetryUUUU 0us.enseUUUU $o%)To ManualsUUUU =on):ictionUUUU 1ns.irationalUUUU $istoricalUUUU AutoDBiogra.hyUUUU $obbiesUUUU 0urvivalUUUU True 0toriesUUUU 'ramaUUUU PoliticalUUUU +eligiousUUUU Children@s /iteratureUUUU 2(

S"ART &*AL S,EET A 0MA+T goal is 0.eci ic> Measurable> Achievable> +elevant and Time s.eci ic. 1A 0.eci ic ?thin9 narro%> not broadA UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU 2A Measurable ?ho% %ill 1 9no% %hen 1 get thereJ %hat is the .roo JA UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU !A Achievable ?my goal is reasonable and realisticA UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU #A +elevant ?ho% is my goal relevant to my li eJA UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU (A Time ?set le,ible but s.eci ic target datesA 1 %ill achieve my goal by UUUUUUUUUUUUUUUUU Today@s 'ateUUUUUUUUUUUUUUUUUUUU 1st ste.UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU'eadlineUUUUUUUUUUUUUUUUUUUUUUU 2nd ste.UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU'eadlineUUUUUUUUUUUUUUUUUUUUUU !rd ste.UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU'eadlineUUUUUUUUUUUUUUUUUUUUUU #th ste.UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU'eadlineUUUUUUUUUUUUUUUUUUUUUU (th ste.UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU'eadlineUUUUUUUUUUUUUUUUUUUUUU Be sure to evaluate goal and time rame along the %ay. Also> celebrate your successL

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&oal Setting 1A 5hat do you ho.e to accom.lish as a result o ta9ing this classJ

2A 5hy is it im.ortant to you to accom.lish thisJ

!A 5hat are the irst three ste.s you need to com.lete in order to achieve that goalJ

#A " these three> %hich is the most im.ortant to you and %hyJ

(A 5hat as.ects o reading or %riting %ill you need to build or strengthen in order to meet your goalJ

GA 5hat 9no%ledge> s9ills and strategies do you already .ossess that %ill hel. you reach your goalJ

IA /ist any concerns or .otential obstacles you have that may stand in the %ay o achieving your goal.

KA Create an action .lan to %or9 to%ards your ans%er to Cuestion number # or (. 1st ste.UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUU byUUUUUUUUUUUUUUUU 2nd ste.UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUbyUUUUUUUUUUUUUUUU !rd ste.UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUbyUUUUUUUUUUUUUUUU #th ste.UUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUUbyUUUUUUUUUUUUUUUU

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&sed %ith .ermission rom 8Cui..ed or the :uture> The Center or /iteracy 0tudies and The &niversity o Tennessee. Ta9en rom Teaching Adults to +ead 5ith &nderstanding Partici.ant +esource Manual by Amy Tra%ic9 and Mary 'unn 0iedo%> 2--# 2K

&sed %ith .ermission rom 8Cui..ed or the :uture> The Center or /iteracy 0tudies and The &niversity o Tennessee. Ta9en rom Teaching Adults to +ead 5ith &nderstanding Partici.ant +esource Manual by Amy Tra%ic9 and Mary 'unn 0iedo%> 2--# 2*

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&sed %ith .ermission rom 8Cui..ed or the :uture> The Center or /iteracy 0tudies and The &niversity o Tennessee. Ta9en rom Teaching Adults to +ead 5ith &nderstanding Partici.ant +esource Manual by Amy Tra%ic9 and Mary 'unn 0iedo%> 2--#

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&sed %ith .ermission rom 8Cui..ed or the :uture> The Center or /iteracy 0tudies and The &niversity o Tennessee. Ta9en rom Teaching Adults to +ead 5ith &nderstanding Partici.ant +esource Manual by Amy Tra%ic9 and Mary 'unn 0iedo%> 2--# !!

Thin9)Aloud 0tudent :eedbac9 0heet

=ameUUUUUUUUUUUUUUUUU'ateUUUUUUUUUUUUUUUUUU

1. Ma9es .redictions based on te,t 2. As9s Cuestions and clari ies di icult sections !. +elates te,t to bac9ground 9no%ledge #. 'evelo.s overall schema or integrating 9no%ledge (. Method or dealing %ith un amiliar %ords G. Monitors com.rehension I. &ses i,)u. strategies. 5hich onesJ

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&sed %ith .ermission rom 8Cui..ed or the :uture> The Center or /iteracy 0tudies and The &niversity o Tennessee. Ta9en rom Teaching Adults to +ead 5ith &nderstanding Partici.ant +esource Manual by Amy Tra%ic9 and Mary 'unn 0iedo%> 2--# !(

5indham Adult 8ducation Port olio 'evelo.ment Criteria 5indham Adult 8ducation> in 9ee.ing %ith the 0tate 'e.artment o 8ducation@s ado.tion o the 8Cui..ed or the :uture 0tandards or Adult 8ducation in the 0tate o Maine> has a long history o .artici.ation in the 8:: standard develo.ment .rocess at the local> state and national levels. The 0tate Adult 8ducation team evaluates .rograms state)%ide based on the .rogram monitoring document created rom the 8:: rame%or9. Their number one initiative in the 0tate@s current strategic .lan state: ;1denti y 8Cui..ed or the :uture ?8::A %ithin e,isting best .ractices in order to: ) increase a%areness o the intersection o 8:: and best .ractices ) acilitate best .ractices through use o 8:: tools< ?htt.:DD%%%.state.me.usDeducationDadedD0trategicPlan.htmA +esearch su..orts engaging learners in the assessment .rocess> es.ecially in regards to sel )assessment o..ortunities. This document is intended to .rovide clarity and consistency to our learners and sta . 1t %as designed at the reCuest o and %ith in.ut rom current and .revious sta members. 1t is meant to .rovide M1=1M&M guidelines or .ort olio assessment. 0ta are encouraged to develo. ?.re erably %ith learnersA more relevant andDor s.eci ic criteria %hile adhering to these .rogram guidelines. 0uggested .ort olio develo.ment seCuence: ?recommended to involve learners in each ste.A 1A select %hich ty.e o .ort olio learners %ill create B .rocess or .resentation 2A identi y 8:: standard or documentation !A set criteria or .roduct and .resentation #A students create .ort olio> .re.are sel )assessment and .resentation (A students .resent to chosen audience GA students receive eedbac9 on .ort olio and .resentation that matches criteria Program 3uidelines or all .ort olios> all learners> and all levels: 0tudents are involved in setting criteria or .ort olio inal .roduct and .resentation ?i.e. number o .ieces> selection o evidence> method o organi4ation> etcA. /earners must include a %ritten or oral sel )evaluation in .ort olio> %hich may or may not be included in .resentation. "ther e,am.les o re lection com.onents include .eer evaluations> teacher evaluations and class evaluations. Port olio must document gro%th relative to at least one 8:: standard. A// com.onents o selected standard must be re lected in the .ort olio %ith learner .roducts and evidence. 8ach .ort olio must have an identi iable method o organi4ation. 1t is intended to be a ;stand)alone< .roduct and all evidence must be documented ?i.e. oral re lections on ta.e or %ritten by teacherDtutorA. The .ort olio is a graded assignment or all $0' students and all other learners or %hom a grade is assigned. 0tudents must receive %ritten andDor oral eedbac9 relative to the .ort olio criteria rom their teacherDtutor. This eedbac9 should address both the .roduct and the .resentation and is not necessarily .art o the learner@s .ort olio. 'e initions: 3ro%th or .rocess .ort olio B %hen the .ur.ose o the .ort olio is to sho% .rogress in learning on given learning targets> the .ort olio is designed to measure and dis.lay im.rovement %ith .eriodic dated entries documenting learning or s.eci ied targets and includes student@s re lection?sA on hisDher gro%th. Com.etence or .resentation .ort olio B %hen the .ur.ose o the .ort olio is to document attainment o level o mastery or meeting the learning target> the .ort olio is designed to sho% sam.les o evidence or each com.onent re.resented %ith re lections and e,.lanations o ho% the evidence demonstrates com.etence. ?Ada.ted rom ;$o% Ty.e o Port olio A ects 'esign< by +ichard 0tiggins et al in Classroom Assessment or 0tudent /earning: 'oing 1t +ight B &sing it 5ell> Assessment Training 1nstitute> 2--#.A

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(ortfolio &uidelines Creating a .ort olio is intended to be an o..ortunity or you to gather> arrange> and evaluate your %or9 this semester. There is no right %ay to ma9e a .ort olio and 1 cannot sho% you or tell you %hat it ;should< loo9 li9e. $ere are some guidelines to hel. you get started> as %ell as some o my e,.ectations: Hour .ort olio should re.resent your %or9 over a .eriod o time. Hour .ort olio is a chance to dis.lay a range o %or9 so that you can see im.rovement and ma9e .lans or uture learning. Hour .ort olio M&0T have a method o organi4ation> but it is your choice %hat the method is. $o%ever you choose to organi4e your %or9> it should be obvious %ithout an e,.lanation. A stac9 o .a.ers is not a .ort olio. The only .iece o %or9 1 reCuire you to include is a %ritten sel )evaluation. Thin9 about %hat you have learned> %hat you %ould li9e to do better> %here you see im.rovement> %hat you are .roud o . Hou %ill select one .iece rom your .ort olio to share %ith the grou.. 1t may be anything you choose or it may be something you create to share. Be .re.ared to tell the grou. about it and %hy you chose that .iece.

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A#RA,A" L45C*L5 %4%5ET F24T Abraham /incoln could have Cuit many times B but he didn@t and because he didn@t Cuit> he became one o the greatest Presidents in the history o our country. GThe sense of o.ligation to continue is present in all of usB A dut' to stri0e is the dut' of us allB 4 felt a call to that dut'BH Probably the greatest e,am.le o .ersistence is Abraham /incoln. 1 you %ant to learn about somebody %ho didn@t Cuit> loo9 no urther. Born into .overty> /incoln %as aced %ith de eat throughout his li e. $e lost eight elections> t%ice ailed in business and su ered a nervous brea9do%n. But /incoln %as a cham.ion and he never gave u.. $ere is a s9etch o /incoln@s road to the 5hite $ouse: 1K!1 B :ailed in business 1K!2 B 'e eated or /egislature 1K!! B 0econd ailure in business 1K!G B 0u ered nervous brea9do%n 1K!K B 'e eated or 0.ea9er 1K#- B 'e eated or 8lector 1K#! B 'e eated or Congress 1K#K B 'e eated or Congress 1K(( B 'e eated or 0enate 1K(G B 'e eated or 7ice President 1K(K B 'e eated or 0enate 1KG- B 8/8CT8' P+801'8=T GThe path 1as 1orn and slipper'B "' foot slipped from under me$ )noc)ing the other out of the 1a'$H /incoln said> a ter losing a 0enate race. G#ut 4 reco0ered and said to m'self$ I4tEs a slip and not a fallBE

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TEAC,45& T,E ART *F F2EST4*545&

Conce.t: /evels o Questioning 3oal: 0tudents %ill im.rove reading com.rehension by learning ho% to raise higher)level Cuestions. "bEective: A ter raising Cuestions about .ieces o ruit> students %ill %rite and ans%er several Cuestions about core literature. The Cuestions %ill be at di erent levels o Bloom@s ta,onomy. Materials needed: an a..le and an orange> core literature> a co.y o Bloom@s ta,onomy Antici.atory set: Present the a..le and the orange and as9 the class> ;5hich .iece o ruit do you li9e betterJ 5hyJ Procedure: :irst> the teacher e,.lains to the class that sDhe is going to teach them ho% to as9 Cuestions. Beginning %ith the ruit> the teacher e,.lains that lo%)level Cuestions deal %ith recall and s.eci ic detail> %hile higher level Cuestions address analysis> a..lication> synthesis and evaluation. Though students may not understand these terms> the teacher can model and then invite students to raise their o%n Cuestions about the ruit. Belo% are e,am.les: 1A +ecallDs.eci ic detail: 5hat color is the a..leJ 5hat sha.e is the orangeJ 5hich one is biggerJ 2A Com.rehension: 5hich .iece o ruit ma9es your ingers eel stic9yJ 5hich .iece o ruit is .ac9ed %ith vitamin CJ !A Analysis: 5hat are three di erencesDsimilarities bet%een the a..le and the orangeJ #A A..lication: Can you thin9 o a %ay to .eel an orange %ithout getting your ingers stic9yJ 5hat %ould you do i you %ere starving and ound a %orm in your a..leJ (A 0ynthesis: 1 you %ere going to create a ne% .iece o ruit that %as a combination o the a..le and the orange> %hat %ould the ruit loo9 and taste li9eJ GA 8valuation: 5hich ruit is better or you and %hyJ A ter students create ruit Cuestions> introduce a short .oem or story and as9 them to %rite Cuestions at each level o Bloom@s ta,onomy. "n the board> list the Cuestions under the di erent Cuestions headings ?recall> com.rehension> analysis> a..lication> synthesis> evaluationA and as9 them to ans%er at least t%o Cuestions under each heading.

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#oo) Clu. Role %escriptions 8ach %ee9 %e %ill read a .assage rom a boo9 or a selection rom everyday reading materials ?ne%s.a.er> maga4ine> internetA. Hou may read to yoursel or .air %ith a .artner. Try to ma9e the e,.erience as authentic as .ossible ?do not read aloud i that is not ho% you ty.ically readA. 8ach member %ill be res.onsible or a role related to the reading. "ver the semester> these roles %ill rotate. 1A 'iscussion leader B 1t is the Eob o the discussion leader to lead the grou. in a discussion about the reading. Hou %ill create Cuestions to hel. you and the other grou. members better understand the te,t. Hou %ill %rite !)( Cuestions and then choose the best t%o to .resent and discuss %ith the grou.. 2A 0elector B 1t is the Eob o the selector to select the most meaning ul> e,citing or humorous .assage rom the selection to .resent to the class. Hou %ill identi y the .assage and read it aloud to the grou.. Then you %ill lead a short discussion about %hy you selected this .assage and invite other learners to share their res.onses. !A 7ocabulary enricher B 1t is the Eob o the vocabulary enricher to ind #)G %ords that you ind to be most interesting> .o%er ul or %hose meaning you do not 9no%. Present each %ord to the grou. and read the entire sentence in %hich the %ord a..ears. /ead a discussion about %hy you chose the %ord and its de inition in this sentence. All grou. members should understand %hy you chose these %ords and %hat they mean. All grou. members should record ne% vocabulary in a Eournal or %ord log. #A 0ummari4er B 1t is the Eob o the summari4er to %rite a brie summary ?1)2 .aragra.hsA o the reading selection. The summary should include 9ey .oints> events> or main ideas. The summary must be in your "5= %ords. Hou %ill share your summary and then involve other learners in a discussion about %hether you included all the im.ortant .oints in your summary. (A Connector B 1t is the Eob o the connector to thin9 about connecting %hat is ha..ening in the reading %ith %hat ha..ens in real li e. This might relate to a .ersonal e,.erience> eeling> or memory. 5rite about the connection and lead a discussion %ith grou. members. 1n the discussion> it is your Eob to share your connection and as9 or comments or eedbac9.

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,o1 to %etermine the Reada.ilit' of a Te+t Flesch-Kincaid you get this by typing in a paragraph or so from the beginning, middle, and end of the book into Microsoft Word and then click on spell check. Under options, there is a box you can check in the grammar section that says show readability statistics. lthough this is mildly labor intensi!e, " find it to be the most accurate. #ou can also use this to check texts you create in Word. Lexile go to www.lexile.com and there is a link on the home page called search the $exile database. When you go into it, all you ha!e to do is type in the title of the book and you%ll get a $exile that can be translated to a grade le!el elsewhere on the site. "t is a &'(# easy site to na!igate and gi!es readability statistics for textbooks as well as literature. Fogg Index go to ma)on.com and type in the name of the book. When you find that book, scroll down a couple pages to the heading "nside *his +ook and click on the link that says *ext ,tats. #ou%ll get a -ogg index readability " find this less reliable than the pre!ious two, but good for comparison or when the text is not in the $exile database.

Fr' Reada.ilit' 3 %irections for 2se of the Fr' Reada.ilit' &raph ma' .e found at this 1e.site! http://school.discovery.com/schrockguide/fry/fry.pdf
When all else fails, see what the publisher says " find this to be the least reliable source, but again, good for comparison or in the absence of other information. Com.iled by Ann Marie Barter> 2--G

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Accessing and 2sing the Le+ile Frame1or) site 1. "n 1nternet> ty.e in %%%.le,ile.com B suggestion: 0ave site as a :avorite ?Clic9 on yello% ;:avorites< star at to. o screen> then clic9 ;add< once the :avorites bo, comes u.A. 2. "nce on the site> locate and clic9 on ;educators< !. Clic9 on ;/e,ile Analy4er< #. Clic9 on ;+egister to use the Analy4er< B :ill out all reCuested in o. (. Clic9 ;0ubmit.< G. A ter you are registered> try the ;/e,ile Boo9 'atabase< in the ;educators< area. :ill out reCuested in ormation and clic9 ;0earch.< Hou may get your boo9@s le,ile level right then. 1 your te,tboo9 is not in their database> you %ill need to go on to the ne,t ste.s belo%. Sa0ing a %ocument to .e Anal'Jed 1. 3o to Microso t 5ordWor your usual %ord .rocessing .rogram. 2. Ty.e in ! .aragra.hs rom your te,tboo9Wone rom the beginning o the boo9> one rom the middle> and one rom the end. !. To save the document: &nder ;:ile< Clic9 ;0ave As.< 1n the ;0ave as Ty.e< screen> you must save the document as a ;te,t only< or ;.lain te,t< documentQ other%ise the /e,ile Analy4er %on@t %or9. 0ave it in a .lace that is easy or you to access. 1 use ;My 'ocuments.< #. A screen %ill come u. that should have ;5indo%s 'e ault< selected. Clic9 ;"6< or select ;5indo%s 'e ault< i not already selected. Anal'Jing the %ocument 1. 3o bac9 into %%%.le,ile.com. 2. Clic9 ;educator< !. Clic9 ;/e,ile Analy4er.< #. "n ;:ile to Analy4e< clic9 ;Bro%se.< ;My 'ocuments< %ill come u.Q Eust clic9 on the ile you Eust saved. (. Clic9 ;Analy4e.< Hour document %ill be analy4ed in secondsL

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Accessing a Site for Free Full Te+t Articles at Specified Le+ile Le0elsB The site is accessed through MA+78/> Maine@s 7irtual /ibrary> %hich is an online database run by the Maine 0tate /ibrary. 0ave the MA+78/ site as a avoriteQ they o er many sources o ree in ormation. 1. "n 1nternet> ty.e in %%%.maine.govDmarvel> %hich brings you to MA+78/. 2. 0croll do%n to the ;M<s. !. Clic9 on ;Middle 0earch Plus.< 1 %ould add this lin9 to ;:avorites< here. #. :ill in the ields. A ter ;:ind>< ty.e in the subEect you %ant an article or. (. Clic9 on ;'e ault :ields.< 1 usually select ;TX)All Te,t.< G. 0croll do%n to ;/imit Hour +esults.< I. Clic9 on ;:ull Te,t.< Hou may also %ant to enter a .ublishing date range. 1 o ten use 2--! to 2--G> %ithout s.eci ied months. K. :or ;Article %ith 1mages< and ;Publication Ty.e< 1 select ;All.< *. 0elect a /e,ile +eading /evel range. 1-. 3o bac9 to To. o Page. 11. Clic9 ;0earch.< Hou may need to scroll to the right o that .age a bit to ind ;0earch.< Hou %ill get a list o articles> %ith the le,ile level identi ied. Clic9 on any o them to get the ull te,t o the article. 1 you get nothing> that means there %ere no resources in their database or that subEect at that le,ile level. 6ee. trying di erent subEectsL

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