COM ESL Credit Reading and Vocabulary Overview Students’ reading and vocabulary skills will show an increasing level of difficulty and sophistication as they transition from one level to the next. Bold and Italicized: Reviewed and discussed at the reading meeting. Regular: CCC Rubric Overall Expected Outcome: A Summary By the end of 56 By the end of 66 By the end of 76 By the end of 86 A student in this category will have emerging competence in terms of comprehension and fluency. The student is able to orally ask and answer questions about some details such as when and where the story took place. The student has emerging comfort and speed of reading. The student is able to interact with the text using external dialogue (primarily interaction with other students and the teacher) in order to help comprehend the reading. The student uses some active reading skills but these tend to be directed by the teacher. The readings tend to be short with concrete, non-academic vocabulary. The student can do presummary skills such as oral identification of basic details such as where and when the story takes place. The A student in this category will have some competence in comprehension and fluency. The student will begin to show more comfort, ease, and interest in reading without 100% translation and begin to show a culture of reading in their personal life. The student is able to interact with the text using external dialogue but has the beginnings of an internal dialogue as well. The student uses active reading skills directed by the teacher with some internal direction in terms of how to approach a text. Students can formulate and answer questions about the text. The readings are still adapted but are increasing in length and complexity of vocabulary. The student can demonstrate some summary skills such as A student in this category will have competence in comprehension and fluency. This means that reading speed and comfort is increasing as students are able to chunk more material as they read. In this level, students begin to read unadapted material, jumping from a head word count of 3000 to 5000 and the students learn the reading skills and acquire more vocabulary to adapt to this change. The students is using more active reading skills and interaction with the text is becoming increasingly more of an internal dialogue. Summary skills are improving, and students is able to formulate opinions on reading materials. Students can analyze what they read and apply their knowledge through discussion and presentations. Information literacy is A student in this category will have mastery in terms of comprehension and fluency. A student in this category will be able to read unadapted fiction and nonfiction materials and independently vary the use of critical reading techniques according to the type of material and the purpose for reading. The student will be able to evaluate the logic and accuracy of evidence in support of the writer's main idea. The student will be able to analyze written material for the following underlying ideas of the writer: main and supporting ideas, assumptions, biases, and inferences. Vocabulary development will focus primarily on abstract, academic words and the Academic Word List. The student will show mastery of information literacy in terms of use of simple COM library databases (Country Watch, Opposing Viewpoints, etc), and be able to find correct definitions with student has emerging competence in information literacy which includes going to the library or ESL lab and emerging knowledge of dictionary use. Critical Thinking Reading Type and Length Throughout the course students will need to apply various critical thinking skills to reading selections with emerging competence. These skills include interpretation, analysis, and synthesis. Students read at least five books that are graded readers – approximately 250 pages at any level. Students generally understand simplified personal, professional, academic and narrative texts on familiar and concrete topics if teacher and text support is provided. Students will be able to read 4-10 page short stories. Articles are usually 1-2 pages in length. If a supplemental book is used in addition to the main text, it is a graded reader. producing ungraded book reports. Information literacy is improving in terms of independently finding definitions and other information they may need. Throughout the course students will need to apply various critical thinking skills to reading selections with some competence. These skills include interpretation, analysis, and synthesis. Students read at least ten books that are graded readers – approximately 500 pages (10 books). Most readers will have a 3000 head word count. Understand simplified personal, professional, academic and narrative texts on familiar and concrete topics. Students will be able to read and analyze stories and 60 page short novels. Articles are usually 1-3 pages in length. If a supplemental book is used in addition to the main text, it is a simplified version. improving as students can more accurately find definitions and other information they may need to comprehend what they read. the highest accuracy. Throughout the course students will need to apply various critical thinking skills to reading selections with competence. These skills include interpretation, analysis, and synthesis Throughout the course students will need to apply various critical thinking skills to reading selections with mastery. These skills include interpretation, analysis, and synthesis. Students read at least 750 pages in unadapted novels that have been carefully selected by the teacher (head word count jumps to 5000 in unadapted novels). Students read at least two unadapted novels (chosen by teacher or by students). Additionally, students read and generally understand a range of personal, professional, academic and literary texts, predominantly nonadapted/authentic texts written for native English speakers, with possible inclusion of adapted texts. Read and moderately understand a range of personal, professional, academic and literary texts, which may include nonadapted/authentic texts written for native English speakers. Authentic texts are usually supported by context and/or vocabulary notes to aid understanding. Expository texts are short and/or simplified Readings include both expository and narrative texts, with some level of abstraction. Articles range from 1-6 pages in length. In addition to a main text, may include one or more book-length works. and narrative elements may predominate. Students will be able to read and analyze selected un-adapted books. Articles range from 1-4 pages in length. In addition to a main text, may include a book-length work, either a simple, authentic work or a simplified book. Vocabulary And Information Literacy Students will recognize and use new vocabulary and develop vocabulary-building techniques. Vocabulary will tend to be concrete words from fiction and nonacademic texts. Understand simple sentences which contain familiar words and phrases. Sometimes understand clearly related sentences when context, background knowledge, or visual information supports meaning. Have no knowledge of academic words. English vocabulary ranges from 700-1000 words. Students will identify nouns, verbs, adjectives, adverbs and prepositions with 70% Students will recognize and use new vocabulary and develop vocabulary-building techniques. Students will demonstrate library and dictionary skills in the form of picking the correct definition based on a shared dictionary page and given the part of speech. Vocabulary will include concrete words from fiction as well as textbook language. Students will identify nouns, verbs, adjectives, adverbs, prepositions, subordinators, coordinators, word families, and conjunctions in simple, compound with some competence. Have little knowledge of word roots, including Students learn vocabulary to bridge the gap between adapted and unadapted novels. Students will show more competence in dictionary skills with such activities as picking out the correct definition within a particular part of speech. Read and moderately understand a range of personal, professional, academic and literary texts, which may include nonadapted/authentic texts written for native English speakers. Authentic texts are usually supported by context and/or vocabulary notes to aid understanding. Students determine and recall meanings of new vocabulary words through context clues. The vocabulary is primarily academic and abstract, including the Academic Word List. Students are able to find correct definitions independently Have a working knowledge of many word roots, including affixes. Often understand most new words given in a clear context. Have receptive understanding of some academic words such as on the Academic Word List, with developing proficiency at using these academic words to discuss and write about readings. accuracy. affixes. Sometimes understand new words and/or phrases when the context supports meaning. Have little or no receptive knowledge of academic words. Comprehension Interaction with the text is usually external (teacher and students) and students can demonstrate simple, pre-summary skills such as identifying when and where a story takes place. Most of the information is reported orally. Often locate facts in short, simple texts. Occasionally understand the central meaning and/or details of texts when content and language are familiar. Sometimes understand new information from texts with familiar language. Interaction with the text is still primarily external with some internal dialogue that is developing. Students can produce ungraded book reports and similar projects to demonstrate understanding. Students are able to formulate and answer questions about the text. With support, use textual cues such as sentence connectors and transitional devices to comprehend the meaning and structure of a text. Sometimes distinguish between main and supporting ideas in texts which have familiar content and/or language. Understand some new information from texts with familiar language. Expository texts are short and/or simplified and narrative elements may predominate. Articles range from 1-4 pages in length. In addition to a main text, may include a booklength work, either a simple, authentic work or a simplified book. Interaction with the text is becoming increasingly internalized as students can begin to choose their own methods for approaching a text. Sometimes use textual cues such as sentence connectors and transitional devices to comprehend the meaning and structure of a text. Interaction with the text can be independent as students gain skills to approach the text. The students can Identify the author’s theme, purpose, point of view, and tone with assistance. Usually distinguish between main and supporting ideas in texts which have familiar content and/or language. Comprehend familiar and semi-abstract texts under time constraints. Often understand new information from texts with familiar language. Distinguish between main and supporting ideas in texts which have familiar content and/or language and produce a written summary of the reading.. Often use textual cues such as sentence connectors and transitional devices to comprehend the meaning and structure of a text. Develop the awareness of a need to evaluate text credibility. Reading Strategy and Speed Cultural References Read word by word or in short phrases. Students will employ skimming, scanning, predicting, and previewing to enhance their comprehension of simplified reading material. Rarely understand common cultural references. Read in short phrases with developing fluency. Chunking begins to improve the speed and comfort of reading. A culture of reading begins to develop in the student’s personal life. Read narrative, familiar, or simplified texts fluently and rapidly, but will slow and retrace reading for most authentic texts. Chunking continues to improve the speed and ease of reading. They will use a variety of reading and word attack skills to improve their speed Occasionally use textual cues such as sentence connectors and transitional devices to comprehend the meaning and structure of a text. Sometimes understand common cultural references. Often understand common cultural references. Read many texts fluently and rapidly, but may be significantly slowed by academic or abstract material. Usually adjust rate according to the text. Use a variety of textual cues such as sentence connectors and pronoun reference to comprehend the meaning and structure of a text. Independently vary the use of critical reading techniques according to the type of material and the purpose for reading. Usually understand cultural references.