READ 0860 List “A” Appeal
Part I: Reading Curriculum:
The most important point to stress is that teaching reading is a spiral—the same concepts are taught
with increasing complexity using more and more sophisticated texts.
For example:
From the Minnesota Academic Standards-- English Language Arts K-12—note the following 6th grade
benchmark:
6.4.1.1 “Cite textual evidence to support analysis of what the text says explicitly as well as inferences
drawn from the text.”
Notice how little of the language changes for the 9th grade benchmark:
9.4.1.1 “Cite strong and thorough textual evidence to support analysis of what the text says explicitly
as well as inferences drawn from the text.”
Part II: Proof of Text Level:
For the “Range of Reading and Level of Text Complexity” on p. 51 of the Benchmarks, it reads that for
6th, 7th, and 8th grade students that they should “read and comprehend literature and other texts…in the
grade 6-8 text complexity band proficiently.”
The same exact language is used for the 9-12th grade benchmark on p. 53---but the text complexity band
increases with the corresponding grade-level.
Normandale’s READ 0860 was placed on “List A” due to the appearance of below high school-level
concepts being taught in this course. This is not the case; however, since the course materials used are
at or above a 9th grade text complexity band. The textbook used for our course is at a reading level of 913 (See Document A). The pre and post tests used for this course, published by Townsend, use reading
selections varying from 9.9 to 12.1 (See Document B). And lastly, The Curious Incident of the Dog in the
Nighttime, the book used in our course, measures at a Lexile level of 1180—which has the grade
equivalency of 10th grade.
Part III: Normandale’s READ 0860 Common Course Outline vs. Minnesota Academic Standards—
English Language Arts K-12—Reading Standards:
Normandale’s Common Course Outline was in the process of being revised as a part of our department’s
program review this spring. However, after completing the full revision, it was put on hold to await the
findings of the MnSCU Shared Outcomes Committee in order to ensure that any new Common Course
Outline would be in compliance with the MnSCU committee’s findings. Therefore, when this course was
reviewed to determine if the level of READ 0860 was in compliance with the Financial Aid statute, its
new content was not available. As a result of this assessment of our program, we will be posting the
revised Common Course Outline to our website immediately, even though the MnSCU Shared Outcomes
Committee has not yet finalized a list of common outcomes to use across the MnSCU system (See
Document C).
The following Learning Outcomes on Normandale’s updated READ 0860 Common Course Outline
correspond with the following Reading Benchmarks for Grade 9-10 students (page 52 and pages 56-57
of the Minnesota Academic Standards—English Language Arts K-12):
http://education.state.mn.us/MDE/EdExc/StanCurri/K-12AcademicStandards/
Benchmark
Number
9.4.1.1
Reading
Benchmarks:
Literature—
Grade 9-10
students
Key Ideas and Details
READ 0860 CCO Content Area
“Cite strong and thorough
textual evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text”
2. Reading Comprehension
Strategies
b. Metacognitive Strategies
iv. inference
c. Text Structure Analysis
i. Identifying Central
Ideas—stated and implied
READ 0860 CCO
Learning Outcomes
1. Read and
comprehend collegelevel materials
independently for a
variety of purposes.
2. Interpret text using
a critical thinking,
problem-solving
approach.
9.4.2.2
“Determine a theme or
central idea of a text and
analyze in detail its
development over the
course of the text, including
how it emerges and is
shaped and refined by
specific details; provide an
objective summary of the
text.”
2. Reading Comprehension
Strategies
b. Metacognitive Strategies
vi. Determining
Importance
d. Text Structure Analysis
i. Identifying Central
Ideas—stated and implied
ii. Identifying supporting
details
3. Post-reading Strategies
b. Summarizing and
Paraphrasing
1. Read and
comprehend collegelevel materials
independently for a
variety of purposes.
2. Interpret text using
a critical thinking,
problem-solving
approach.
5. Summarize
passages from a
variety of texts.
7. Utilize reading
strategies to
comprehend a variety
of texts.
9.4.4.4
“Determine the meaning of
words and phrases as they
are used in the text,
including figurative
language and connotative
meanings; analyze the
cumulative impact of
specific word choices on
meaning and tone.”
2. Reading Comprehension
Strategies
b. Metacognitive Strategies
iv. Inference
1. Figurative language
2. Connotation
d. Vocabulary Acquisition
4. Critical Thinking
c. Identifying Tone
9.5.1.1—
Reading
Benchmarks:
Informational
Text—Grade
9-10
students
“Cite strong and thorough
textual evidence to support
analysis of what the text
says explicitly as well as
inferences drawn from the
text.”
2. Reading Comprehension
Strategies
b. Metacognitive Strategies
iv. Inference
c. Text Structure Analysis
i. Identifying Central
Ideas—stated and implied
9.5.2.2
“Determine a central idea of
a text and analyze its
development over the
course of the text, including
how it emerges and is
shaped and refined by
specific details; provide an
objective summary of the
text."
2. Reading Comprehension
Strategies
c. Metacognitive Strategies
vi. Determining Importance
d. Text Structure Analysis
i. Identifying Central
Ideas—stated and implied
ii. Identifying supporting
details
3. Post-reading Strategies
b. Summarizing and
Paraphrasing
1. Read and
comprehend collegelevel materials
independently for a
variety of purposes.
2. Interpret text using
a critical thinking,
problem-solving
approach.
7. Utilize reading
strategies to
comprehend a variety
of texts.
8. Demonstrate new
strategies for
vocabulary
development
1. Read and
comprehend collegelevel materials
independently for a
variety of purposes.
2. Interpret text using
a critical thinking,
problem-solving
approach.
1. Read and
comprehend collegelevel materials
independently for a
variety of purposes.
2. Interpret text using
a critical thinking,
problem-solving
approach.
5. Summarize
passages from a
variety of texts.
7. Utilize reading
strategies to
comprehend a variety
of texts.
9.5.3.3
“Analyze how the author
unfolds an analysis or series
of ideas or events, including
the order in which the
points are made, how they
are introduced and
developed, and the
connections that are drawn
between them.”
2. Reading Comprehension
Strategies
a. Annotation
b. Metacognitive Strategies
iv. Inference
2. Connotation
v. Determining Importance
c. Text Structure Analysis
4. Critical Thinking
a. Fact vs. Opinion
b. Identifying Bias
c. Identifying Tone
d. Evaluating the author
e. Defining an argument
1. Read and
comprehend collegelevel materials
independently for a
variety of purposes.
2. Interpret text using
a critical thinking,
problem-solving
approach.
7. Utilize reading
strategies to
comprehend a variety
of texts.
9.5.4.4
“Determine the meaning of
words and phrases as they
are used in a text, including
figurative, connotative, and
technical meanings, analyze
the cumulative impact of
specific words choices on
meaning and tone.”
2. Reading Comprehension
Strategies
b. Metacognitive Strategies
iv. Inference
1. Figurative language
2. Connotation
d. Vocabulary Acquisition
4. Critical Thinking
c. Identifying Tone
9.5.5.5
“Analyze in detail how an
author’s ideas or claims are
developed and refined by
particular sentences,
paragraphs, or larger
portions of a text.”
2. Reading Comprehension
Strategies
b. Metacognitive Strategies
v. Determining Importance
c. Text Structure Analysis
i. Identifying central
ideas—stated and implied
ii. Identifying supporting
details
iii. Identifying the author’s
purpose
iv. Patterns of organization
v. Transitions
4. Critical Thinking
a. Fact vs. Opinion
b. Identifying Bias
1. Read and
comprehend collegelevel materials
independently for a
variety of purposes.
2. Interpret text using
a critical thinking,
problem-solving
approach.
7. Utilize reading
strategies to
comprehend a variety
of texts.
8. Demonstrate new
strategies for
vocabulary
development
1. Read and
comprehend collegelevel materials
independently for a
variety of purposes.
2. Interpret text using
a critical thinking,
problem-solving
approach.
7. Utilize reading
strategies to
comprehend a variety
of texts.
9.5.6.6
“Determine an author’s
point of view or purpose in a
text and analyze how an
author uses rhetoric to
advance that point of view
or purpose."
9.5.10.10
“By the end of grade 9, read
and comprehend literary
nonfiction in the grades 910 text complexity band
proficiently, with scaffolding
as needed at the high end of
the range.”
“By the end of grade 10,
read and comprehend
literary nonfiction at the
high end of the grades 9-10
text complexity band
independently and
proficiently.”
c. Identifying Tone
d. Evaluating the author
e. Defining an argument
2. Reading Comprehension
Strategies
b. Metacognitive Strategies
v. Determining Importance
c. Text Structure Analysis
i. Identifying central
ideas—stated and implied
4. Critical Thinking
a. Fact vs. Opinion
b. Identifying Bias
c. Identifying Tone
d. Evaluating the author
e. Defining an argument
1. Pre-reading
a. Metacognition
b. Establishing a Purpose
c. Previewing and Prediction
2. Reading Comprehension
Strategies
a. Annotation
b. Metacognitive Strategies
i. Connections
ii. Questions
iii. Visualizing
iv. Inference
1. Figurative Language
a. Similes
b. Metaphors
c. Personification
d. Hyperbole
e. Idioms
2. Connotation
v. Determining Importance
vi. Monitoring
Comprehension
1. Recognizing
comprehension problems
2. Employing
appropriate fix-up strategies to
repair comprehension
c. Text Structural Analysis
i. Identifying central
ideas—stated and implied
ii. Identifying supporting
details
1. Read and
comprehend collegelevel materials
independently for a
variety of purposes.
2. Interpret text using
a critical thinking,
problem-solving
approach.
7. Utilize reading
strategies to
comprehend a variety
of texts.
1. Read and
comprehend
college-level
materials
independently for
a variety of
purposes.
2. Interpret text
using a critical
thinking, problemsolving approach.
3. Read as a means
for lifelong
learning.
4. Read as a way to
understand
themselves and
others.
5. Summarize
passages from a
variety of texts.
6. Connect readings
to personal
experience and
prior knowledge.
7. Utilize reading
strategies to
comprehend a
variety of texts.
8. Demonstrate new
strategies for
vocabulary
iii. Identifying the author’s
purpose
iv. Patterns of
Organization
v. Transitions
d. Vocabulary Acquisition
i. Context Clues and
Structural Analysis
ii. Word Parts
iii. Develop strategies to
learn new words
3. Post-Reading Strategies
a. Reflection and Reaction
b. Summarizing and
Paraphrasing
c. Note-taking Strategies
i. Outlining
ii. Mapping
4. Critical Thinking
a. Fact vs. Opinion
b. Identifying Bias
c. Identifying Tone
d. Evaluating the author
e. Defining the argument
development.
Document A
Author: John Langan
ISBN/SKU: 1-59194-200-4
Year: 2010
Page Count: 708
Reading Level: 9-13
Related to: TP READING SERIES
Weight: 2.200
Ten Steps to Advancing College Reading Skills, Fifth Edition, is one of the most popular books in
the Ten Steps college reading skills series. It can be used as either a core or an advanced
developmental reading text.
http://www.townsendpress.com/store/product/ten-steps-to-advancing-college-reading-skills-5e/
Document B
Read 0860 Test Form B Readability
Reading 1
Readability Formula
Grade
Flesch-Kincaid Grade Level
10.4
Gunning-Fog Score
13
Coleman-Liau Index
12.7
SMOG Index
9.5
Automated Readability Index
10.5
Average Grade Level
11.2
Reading 2
Readability Formula
Grade
Flesch-Kincaid Grade Level
11
Gunning-Fog Score
14.6
Coleman-Liau Index
12.1
SMOG Index
10.5
Automated Readability Index
11
Average Grade Level
11.8
Reading 3
Readability Formula
Grade
Flesch-Kincaid Grade Level
9
Gunning-Fog Score
11.7
Coleman-Liau Index
11.3
SMOG Index
8.4
Automated Readability Index
9
Average Grade Level
9.9
Reading 4
Readability Formula
Grade
Flesch-Kincaid Grade Level
11.9
Gunning-Fog Score
13.4
Coleman-Liau Index
13.3
SMOG Index
10.9
Automated Readability Index
11.1
Average Grade Level
12.1
Read 0860 Form A Readability
Reading 1
Readability Formula
Grade
Flesch-Kincaid Grade Level
9.7
Gunning-Fog Score
12.7
Coleman-Liau Index
11.7
SMOG Index
9.7
Automated Readability Index
9.6
Average Grade Level
10.7
Reading 2
Readability Formula
Grade
Flesch-Kincaid Grade Level
10
Gunning-Fog Score
12.5
Coleman-Liau Index
13.4
SMOG Index
9
Automated Readability Index
10.7
Average Grade Level
11.1
Reading 3
Readability Formula
Grade
Flesch-Kincaid Grade Level
9.7
Gunning-Fog Score
12.6
Coleman-Liau Index
10.5
SMOG Index
8.8
Automated Readability Index
9.8
Average Grade Level
10.3
Reading 4
Readability Formula
Grade
Flesch-Kincaid Grade Level
10.8
Gunning-Fog Score
14.1
Coleman-Liau Index
12.6
SMOG Index
10.3
Automated Readability Index
10.9
Average Grade Level
11.7
Document C
NORMANDALE COMMUNITY COLLEGE
COMMON COURSE OUTLINE
READ 0860, READING SKILLS
A. COURSE DESCRIPTION
1. 4 credits
2. 4 hours per week lecture, no lab hours
3. Prerequisites—EAP 0855 (C/P) or higher or eligible for READ 0860
4. Co-requisites—None
5. MnTC Goals—None
This course offers preparation for reading college-level material. Topics include pre-reading, reading,
and post-reading strategies as well as critical thinking to improve comprehension, increase vocabulary,
and develop thoughtful responses to reading. The close relationship of reading, writing, and thinking will
be emphasized.
B. DATE LAST REVISED
May 2014
C. OUTLINE OF MAJOR CONTENT AREAS
1. Pre-reading
a) Metacognition
b) Establishing a Purpose
c) Previewing and Prediction
2. Reading Comprehension Strategies
a) Annotation
b) Metacognitive Strategies
i. Connections
ii. Questions
iii. Visualizing
iv. Inference
1. Figurative Language
a. Similes
b. Metaphors
c. Personification
d. Hyperbole
e. Idioms
2. Connotation
v. Determining Importance
vi. Monitoring Comprehension
1. Recognizing comprehension problems
2. Employing appropriate fix-up strategies to repair comprehension
c) Text Structure Analysis
i. Identifying central ideas—stated and implied
ii. Identifying supporting details
iii. Identifying the author’s purpose
iv. Patterns of Organization
v. Transitions
d) Vocabulary Acquisition
i. Context Clues and Structural Analysis
ii. Word Parts
iii. Develop strategies to learn new words
3. Post-Reading Strategies
a) Reflection and Reaction
b) Summarizing and Paraphrasing
c) Note-taking Strategies
i. Outlining
ii. Mapping
4. Critical Thinking
a) Fact vs. Opinion
b) Identifying Bias
c) Identifying Tone
d) Evaluating the author
e) Defining an argument
D. LEARNING OUTCOMES
9. Read and comprehend college-level materials independently for a variety of purposes.
10. Interpret text using a critical thinking, problem-solving approach.
11. Read as a means for lifelong learning.
12. Read as a way to understand themselves and others.
13. Summarize passages from a variety of texts.
14. Connect readings to personal experience and prior knowledge.
15. Utilize reading strategies to comprehend a variety of texts.
16. Demonstrate new strategies for vocabulary development.
E. LEARNING OUTCOMES (Mn Transfer Curriculum)
None
F. METHODS USED FOR EVALUATION OF STUDENT LEARNING
Course assessment may include the following:
1. quizzes and tests
2. classroom assignments, small group activities and graded assignments
3. journal writing
4. Pre and post tests
G. SPECIAL INFORMATION
None