1 Proposed Characteristics of Chinese Leveled Readers 1 8 pages; 3-8 characters per page 2-3 8 pages; 5-10 characters per page 4 8 pages; 612 characters per page Size and layout of print @28 pt. font Separation of lexical units @24 pt. font Separation of lexical units Vocabulary High frequency, low density characters Frequent repetition of characters in text High frequency, low density characters Frequent repetition of characters in text @24 pt. font Separation of lexical units High frequency, low density characters Repetition of characters in text Concepts Relate to personal experience Relate to personal experience Familiar topics Language structure Simple oral language structures Oral language structures Oral language structures Length 5-6 12-16 pages; 2 or more sentences per page @ 24 pt. font Separation of lexical units High frequency, low density characters Repetition of characters across texts Familiar topics, curricular topics Oral language structures July 22, 2009 draft 7 16 pages; 2 or more sentences per page 8-9 16 pages; 3 or more sentences per page @ 16 pt. font No separation of lexical units @ 16 pt. font High frequency, characters Repetition of characters across texts Variety of vocabulary expands, verb compounds Familiar topics, new concepts may be introduced Oral language structures including modal verbs, indirect objects, adverbs of time, place, type. Longer sentences. 10-12 16 pages; average 4 or more sentences per page @ 16 pt. font more concepts introduced More complex language structures more typical of written language Begin to introduce written syntax 2 Text structure/genre Naming, Narrative derives from pictures Naming, describing Narrative derives from pictures Naming, describing, simple narrative connected to pictures Naming, describing, simple narrative; text carries the story line Naming, describing, narrative; text carries the story line Predictability and pattern of language Highly predictable, repetition of structures Highly predictable, Repetition of structures Predictable, Repetition of structures, Context offers clear clues to meaning Illustration support Direct correspondence between text and illustration Close correspondence between text and illustration Pictures important to support meaning, Some repetition of structures, meaning often clear from context Both text and pictures carry the story line Authentic vs. translated text mostly translated material Translated material; Authentic song texts Translated material; Authentic songs, rhymes, stories Some cultural content Translated material; Authentic songs, rhymes, stories Some cultural content Translated material; Authentic songs, rhymes, stories More More Connected Connected Connected Relevant Target Cultural None background knowledge needed for understanding Student’s Closely background/experience connected None Closely connected July 22, 2009 draft Illustrations more complex, strongly support story but cover many ideas Story lines have multiple episodes arranged chronologically; characters more fully developed Context offers clear clues to meaning More informational text Illustrations continue to support reading although text carries more meaning Pictures relate to but do not fully encompass text Requires students to 3 Pinyin support Each new character in book but not thereafter Each new character in book but not thereafter Each new character in book but not thereafter Glossary support Yes, back cover Yes, back cover Yes, back cover Audio support English translation Yes Yes, inside front cover, tiny font Yes Yes, inside front cover Yes Yes, inside front cover Examples Better Chinese My First Words; Brown Bear, Brown Bear Better Chinese I Love Chinese series Each newly introduced character but not thereafter Yes, back cover Each newly introduced character in series but not thereafter Each newly introduced character in series but not thereafter Yes, back cover Yes, back cover Yes Yes, inside front cover Yes Yes, inside front cover Yes Glossary only Students can Criteria for character selection. Emphasis on high frequency, low density, pictographic, readily understood ideographic characters, characters which also occur as radicals, characters which occur as phonemic radicals, characters containing highly productive semantic or phonemic radicals Since texts at this level are largely based on oral patterns, perhaps more consideration should be given to oral usage than written usage in this first year. July 22, 2009 draft