Reading Curricula: Vertical Articulation
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Level
3
4
5
Text/s
 Blanchard & Root, 1996. For Your
Information 2, Longman. (FYI)
 Words for Students of English Vol. 4.
 Pakenham, 1994. Making
Connections, St. Martin’s. (MC)
 Rogerson et al, 1989. Words for
Students of English Vol. 6, Mich
 Newbury House Dictionary of
American English (recommended).
Newbury House.
 Improve overall reading
comprehension so that student is
ready to begin working with authentic
texts.
 Significantly increase the number of
English words student can
understand in a written context.
 Develop reading strategies for
different purposes
 Baudoin, et.al., 1994. Reader’s Choice,
2nd edition. Michigan. (RC0
 Rogerson, Words for Students of English
Vol.7. Michigan.
1989 Michigan.
 Newbury House Dictionary of
American English). Newbury House.
Goals
Objectives
 Develop the ability to read and
comprehend simplified and abridged
texts in English on topics of general
interest with reasonable speed and
efficiency
 Increase vocabulary to a level that
permits high intermediate reading
 Introduce reading strategies for
different purposes.
 Use an English language dictionary with
skill
 Do exercises and participate in
 Do exercises and participate in
discussions to demonstrate
discussions to demonstrate
comprehension of simplified and easier
comprehension of simplified and
authentic texts.
easier authentic texts.
 Apply specific pre-reading strategies.
 Apply specific pre-reading strategies.
 Apply specific strategies to identify the  Apply specific strategies to identify
the main idea of a paragraph
main idea of a paragraph.
 Scan material for specific
 Recognize and use specific
information
vocabulary to understand different
 Do exercises to determine the
organization patterns in the text.
organization of a text.
 Write simple summaries of readings
 Write short answers that summarize from the text and from unabridged
the text to answer questions.
readings chosen by the student.
 Develop reading comprehension to an
advanced level, focusing on authentic
texts, in order to handle professional
and academic reading tasks
 Increase vocabulary to an advanced
level
 Use reading strategies effectively for
different purposes
 Improve reading fluency
 Do exercises and participate in
discussion to demonstrate
comprehension of authentic texts
 Practice critical reading for restatement,
inferences, personal opinions
 Apply specific pre-reading strategies
 Identify main ideas and supporting
details of paragraphs and longer texts
 Skim for main ideas
 Scan for specific information
 Use context clues to understand word
meanings
 Recognize and use advanced, topicbased vocabulary sets
Compiled by S. McLaughli
March 2001
Reading Curricula: Vertical Articulation
p. 2 of 2
4/4/01
 Recognize and use new vocabulary from  Recognize and use new vocabulary
the textbooks.
 Use context cues to understand word
meaning.
 Make inferences from reading
material
 Use an English dictionary to find,
pronounce, spell and use words
Exit criteria
from the textbooks.
 Use context cues to understand word
meaning.
 Evaluate websites on topics related
to those in the reading text
Students must pass the course with a
grade of C- or better.
Students must pass the course with a
grade of C- or better.
Students with grades below C- may exit
into level 4 at the discretion of the
student advisor in consultation with their
Reading 3 teacher & supervisor and/or a
Michigan test score at the level 4
placement level.
Students with grades below C- may
exit into level 5 at the discretion of the
student advisor in consultation with
their Reading 4 teacher & supervisor
and/or a Michigan test score at the level
5 placement level.
Grading
policy
70% Reading skills exercises and tests
20% Vocabulary exercises and quizzes
10% Class Participation
Intensive
reading
component
 Short articles from FYI
 Abridged or edited for ESL learners
 Some articles from publications
aimed at K-12
 Equal in emphasis in the curricula with
extensive reading
 Graded readers
 Tom Sawyer
 Frankenstein
 Tale of Two Cities
 Read as a class
55% Reading skills exercises and tests
20% Vocabulary exercises and quizzes
15% Outside Reading reports
10% Class Participation
 Readings in MC
 Abridged or edited for ESL
learners
Extensive
reading
component
 Students choose readings from the
WWW or periodicals on topics
covered in MC
 Approved by the teacher
 Done as homework
 Use word analysis (stems and affixes) to
understand word meanings
 Read tables and graphs
 Do timed reading in class and extensive
reading out of class for fluency
improvement
 Summarize reading passages and write
personal opinions on them, using short
passages in class and book-length
extensive reading out of class
Exit criteria are not applicable at this
level.
Some students will ask the student
advisor to write a letter of
recommendation for academic
programs. Academic readiness is
determined by Michigan Test and
TOEFL scores, teacher assessment, and
class grades.
50% Reading skills exercises and tests
25% Vocabulary exercises and quizzes
15% Outside Reading reports
10% Class Participation
 Readings from RC
 Authentic texts of different genres
 Nonprose readings
 Vocabulary units in WSE 7
 Intensive vocabulary study
 Students choose one or more books,
approved by the instructor, to read
during the term
Compiled by S. McLaughli
March 2001
Reading Curricula: Vertical Articulation
p. 3 of 2
4/4/01
Supplemental
Activities
(optional)
 Two per term
 Equal in emphasis in the curricula
with intensive reading
 Clips from movie videos to accompany
the graded readers.
 Teacher may, with approval of the
curriculum supervisor, choose
additional texts for students to read
and work with in class.
 Dictionary activities
 Teacher may, with approval of the
curriculum supervisor, choose
additional texts for students to read
and work with in class.
 Students find selected readings from
the WWW or periodicals to be used in
class
 Teacher selects additional readings for
class use
Compiled by S. McLaughli
March 2001