reading anyone? - casas

Reading Anyone?

Integrating Reading Activities into ELL Lessons

CASAS National Summer Institute 2010CASAS National Summer Institute 2010

Facilitated By:Facilitated By:

Susana van Bezooijen, CASAS Program Specialist

Lori Howard, CASAS Program SpecialistLori Howard, CASAS Program Specialist

Welcome and Introductions

Materials: CASAS Reading Basic Skills Content

Standards by Instructional Level Reading Strategies and Activities for B Level Reading Strategies and Activities for B Level TOPSpro Report- Reading Basic Skill

Content Standard by Test Item WIPPEA Lesson Planning Forms

©2010 CASAS. All rights reserved. 2

Objectives

By the end of this session you will be able to: Identify the CASAS Reading Basic Skills Content Standards Use TOPSpro reports to identify priority reading needs in the

classroomclassroom Use Reading Basic Skills Content Standards to select activities for

different reading levels Identify the 5 stages in a WIPPEA Lesson Plan Develop lesson plans that meet students’ priority reading needs

using competencies content standards and reading activitiesusing competencies, content standards and reading activities


Survey

What is your role at your agency? Teacher Coordinator Administrator Administrator Support Staff

What do you hope to learn about teaching reading in this session?

What do your students need to learn to read?


What Reading Teachers Need to Know

Teachers need to have opportunities to share their experiences in teaching reading and to learn from other teachers.

The teacher’s experience and point of view as a “good reader” is an important link to success in student plearning of appropriate reading strategies.

It is important to make students aware of the reading It is important to make students aware of the reading process and that successful reading requires the use of specific reading skills that must be learned.


p g

CASAS Basic Skills Content Standards Support CASAS CompetenciesSupport CASAS Competencies

I t ti l ESL CASAS Competency Instructional program: ESL

Level: Intermediate Low

CASAS Level: B CS R3.2

p y1.4.7

Communicate maintenance needs and

CS R2 8CASAS Level: BRead and

understand simple sentences

containing

housing problems to a landlord or property

manager

CS R2.8Interpret

meaning from word formation g

familiar vocabulary

© 2010 CASAS All rights reserved.

6

Notice the Content Standard numbers and statements on left and CASAS and NRS levels on right. Dots indicate the level(s) of each Content Standard.

C t t St d d b CASAS NRS Content Standard number and description

CASAS level

NRS level


CASAS Basic Skills Reading Content Standards Activity

With t l k t th CASAS R di B i Skill C t t With a partner, look at the CASAS Reading Basic Skills Content Standards for your students’ reading levels. Circle one that you are teaching now. y g Put an X next to another one your students need.


Content Standards Basic Skills R 6.2 correlates to CASAS Level B


Integrating Competencies, Basic Skills Content Standards and Activities

•Use TOPSpro Reports to identify Reading •Use TOPSpro Reports to identify Reading Basic Skill Content Standards that your students need:students need:Reading Basic Skills Content Standards

by Test Itemy Site/Class/Student Performance by

Reading Content Standardg


Reading Basic Skills Content Standards by Test Item


Integrating Competencies, Basic Skills and Reading Activities into an ELL Lesson1.Use TOPSpro Reports to identify Reading Basic Skill C S d d h d dContent Standards that your students need: Reading Basic Skills Content Standards by Test Item Site/Class/Student Performance by Reading

Content StandardContent Standard2. Select a competency which best fits one of the Reading Basic Skill Content Standards.

3 Plan a lesson which addresses both the 3. Plan a lesson which addresses both the chosen competency and Reading Basic Skill Content Standard.

3 Select activities that help students practice 3. Select activities that help students practice the selected Content Standard


Practice 1: Select a Competency and Activity th t fit C t t St d dthat fits a Content Standard With a partner, select a Basic Skills Reading Content

Standard needed by students at the B LevelStandard needed by students at the B Level R3.3 Read and demonstrate understanding (by answering questions) of

simple texts on familiar topics R3 4 Read and demonstrate understanding (by answering questions) of R3.4 Read and demonstrate understanding (by answering questions) of

moderately complex texts R3.7 Read detailed instructions R7.2 Identify main idea of a multi-paragraph textR7.2 Identify main idea of a multi paragraph text R7.4 Determine sequence of events in a simple narrative R7.5 Determine sequence of events in a complex narrative R7 6 Paraphrase informationR7.6 Paraphrase information R7.7 Summarize a text R7.8 Make inferences and draw conclusions from simple text


Practice 1: Select a Competency and Activity th t fit C t t St d d ( ’t)that fits a Content Standard ( con’t) Brainstorm a list of competencies/Lesson Objectives in which

students could practice the selected Reading Content Standard. (Use the Reading Strategies and Activities List as a resource)

Look at the list of Reading Strategies and Activities for Level B Look at the list of Reading Strategies and Activities for Level B. Find one reading activity from the list that addresses that reading

skill. Discus how you would teach it within the chosen

competency/lesson objective. Share your ideas with the whole group Share your ideas with the whole group.


Practice 1: Example

Content Standard: R7.10 Differentiate fact from opinion

Competency: 4.6.2 Interpret and write work related letters or email

Lesson Objective: Read a work email and differentiate the facts from the writer’s opinion about work events

Activity: Graphic organizer: T-graph


Practice 1: Examples

C S d d R 7 6 P h i f i R7 7 S i i f i Content Standards: R 7.6 Paraphrase information, R7.7 Summarize information Competency: 2.7.2 Interpret information about ethnic, cultural groups Lesson Objective: Report on a cultural tradition different from yours Activity: Jigsaw

Content Standards: R7.2 Identify the main idea of a simple text R3.3 Read and understand (by answering questions) simple texts on familiar topics R7.4 Determine sequence of events of a simple narrative

Competency: 5.4.8 Identify procedures for reporting a crime Lesson Objective: Report criminal activity in the neighborhood Activity: Question Grid


A Competency-Based Lesson Plan in the WIPPEA Formatin the WIPPEA Format


How To Develop a Competency-Based Lesson Plan (WIPPEA)

What is the Competency/Lesson Objective(s):Identify the focus of the activity and how learning will be measuredIdentify the focus of the activity and how learning will be measured.CASAS Competency #(s): _______________ Level: _____Lesson Objective:j

Basic Skills :Wh l k ll l d h l ?What language skills are involved in the lesson?� Reading � Listening � Speaking �Writing � Math

Content Standard(s) #(s)________


How to Develop a Competency-Based Lesson Plan (WIPPEA)Warm up/ Introduction:

Review previously learned materials. Prepare for new lesson. Establish p y . p .purpose of lesson.

Presentation:Introduce new information and skills using a variety of activities and techniques. Use a variety of strategies: visuals, realia, lecture, demonstration.

Practice: Provide learners with an opportunity to practice the new information and skills by integrating the new information in a controlled context. Include Guided Practice (pair work dictation and worksheets) and Communicative Guided Practice (pair work, dictation and worksheets) and Communicative Practice (role play, team work, info exchange and problem solving) when appropriate. During the practice, monitor learners and provide feedback.


How to Develop A Competency-Based Lesson Plan (WIPPEA) Continued

Evaluation/Assessment: Assess the learners and provide feedback.

A l Application: Learners apply new skills and knowledge in a functional context.

Resources: Use resources that best support and enhance the chosen lesson ppobjectives.


Lesson Plan Activity

Read through the sample lesson plan that follows:

Be prepared to discuss the answers to the questions


Sample Competency-Based Lesson Plan Focus Questions1. What is the Lesson Objective?

2. What is the Content Standard that students will work on?

3. What is the new information being presented?

4. Does the practice match the presentation? How?

5. Will the students be able to do the application? What have they d i th l t th f it?done in the lesson to prepare them for it?

6. What is the importance of timing the student activities in the presentation practice evaluation and application portions of presentation, practice, evaluation and application portions of the lesson?


Sample Competency-Based Lesson Plan

Competency Objective(s):

f b hCASAS Competency1.4.7 - Interpret information about home

maintenance and communicate housing problems to the landlord

L Obj i S fl fi d ifi i f i Lesson Objective: Scan a flyer to find specific information

about building maintenance

L l ESL I t di t L Level: ESL Intermediate Low

Basic Skills:

Language Skills:Language Skills:

X Reading Listening Speaking □Writing □ Math

Content Standards #s


Content Standards #s R6.2 Scan simple text for information

Sample Competency-Based Lesson Plan (cont.)

Basic Skills (continued)Vocabulary:New: fumigate, pest control, rats, pests. mice, ants, fleas, termitesNew: fumigate, pest control, rats, pests. mice, ants, fleas, termites

“treat the premises,vacate, Review: tenant, landlord, hallway, stairs broken, dirty, leaking, dripping,

repair,fix,

Warm up/ Introduction:Review vocabulary about housing problems and repairs. Explain to students that they will be learning and practicing how to scan text for information. y g p gExplain why we sometimes scan a text for information before reading it or to quickly find out if it has important information.



Presentation: Using pictures, introduce situation in an apartment complex where fumigation

will take place. Write unfamiliar vocabulary on the board. Discuss the issue using p y gquestions to illicit personal experience.

Write simple questions (such as what day/what will happen/which apartments etc) on board, Check comprehension.

Show (on projector) a letter that has been sent to tenants Do two or more Show (on projector) a letter that has been sent to tenants. Do two or more examples of the following questions as a model to show students how to scan. First the teacher will answer a questions by scanning the letter and modeling how to scan. Then students will do the same. When students understand the task, tell them they have 15 seconds to find the answer to each question the teacher will them they have 15 seconds to find the answer to each question the teacher will read. Ask them to look at the teacher when they have found the answer. Read each question. Ask for answers to each question from students after each period of scanning. Make sure students understand the questions before moving to the practice sectionpractice section.

As students give answer, point to the answer in the text. Underline and mark answers with #1,2,3 etc (corresponding to questions.)

Repeat activity several times allowing students to ask Qs and point out answers.


Finally read text together and check answers.


Practice:act ce:1. Pass out a worksheet of several signs and notifications about different

repair work, fumigation, wet paint etc. with questions written on the page. p g

2. Explain that students will work in pairs to practice scanning for the answers to the questions. Student A will ask a question and count to 15 silently while student B finds the answer in the text, numbers and y ,underlines it. Then reverse roles. Students can work in pairs to check each others answers.

3. Teacher monitors practice, answers questions and helps students who are p q phaving difficulty.

4. Teacher reviews the practice or brings any issues that have come up with the whole class.



Evaluation/Assessment: Evaluation/Assessment: • Students will be given a notification about a repair. And a list of questions

• Teacher will read the questions and give a time limit for each question Students d li i d h i b h underline answer in text and put the question number next to the answer.

• 3. Teacher walks around to view work and assess students mastery, or collects work to review and assess masteryy

Application: Small groups of students with a short list of questions to answer go to different areas of

h h l d i h h b d d b k h l i h the school to read signs that have been posted and report back to the class with answers(i.e. Men’s bathroom will be painted Tuesday: closed between 1-5) They have only 10 minutes to complete the task. Other application- Students can scan websites for specific information- hours, phone # etc.


Creating a Reading Lesson PlanUsing the WIPPEA FormatUsing the WIPPEA Format


Practice 2: Creating a Reading Lesson Plan Working in pairs, and using the sample competency

based lesson plan and the blank lesson plan template, write a partial lesson plan for one of your classes.

Plan the presentation and practice portion of the lesson. Use the lesson objective, competency area, and CASAS Basic Skills

d d d h d f d f l lReading Content Standard that you identified as appropriate for level B students in Practice One.

Use the reading activity you chose in practice 1 for the Practice Use the reading activity you chose in practice 1 for the Practice portion of your lesson.


Training Objective Review

By the end of this session you will be able to: Identify the CASAS Reading Basic Skills Content Standards Use TOPSpro reports to identify priority reading needs in the

classroomclassroom Use Reading Basic Skills Content Standards to select activities for

different reading levels Identify the 5 stages in a WIPPEA Lesson Plan Develop lesson plans that meet students’ priority reading needs

using competencies content standards and reading activitiesusing competencies, content standards and reading activities


Resources for Teaching ReadingThe following are a few books that contain reading strategies for teaching reading to ESL students.

Anderson N (1999) Exploring Second Language Reading Anderson, N. (1999), Exploring Second Language Reading, Canada: Heinle and Heinle

Day, R. (1993), New Ways in Teaching ReadingVirginia: TESOL

Mikulecky, B. (1990), A Short Course in Teaching Reading SkillsMassachusetts: Addison-Wesley


Lori Howard [email protected]

Susana van Bezooijen [email protected]


Reading Basic Skills Content Standards by Test Item – Life and Work Reading Test – Form 83R

© 2006 CASAS Project of the CASAS National Consortium – 03/06 page 1 of 3

Test Item and Competency

Content Standards 0.

2.1,

7.2

.1 (3

) nar

rativ

e

4.2.

1, 7

.2.1

(3) n

arra

tive

4.1.

3, 4

.1.6

(4) j

ob a

d

4.1.

3, 4

.1.6

(4) j

ob a

d

4.1.

2, 0

.2.1

(1) j

ob a

pplic

atio

n

4.1.

2, 0

.2.1

, 2.3

.2 (1

) job

app

1.4.

7, 7

.3.1

, 7.2

.1 (3

) nar

rativ

e

1.4.

7, 7

.2.1

(3) n

arra

tive

1.4.

7, 7

.2.1

(3) n

arra

tive

1.4.

2 (4

) hou

se a

ds

1.4.

3 (1

) ren

tal a

pplic

atio

n

1.4.

3 (1

) ren

tal a

pplic

atio

n

1.4.

3 (1

) ren

tal a

pplic

atio

n

3.3.

2, 3

.3.1

(4) r

x la

bel

0.2.

4, 7

.2.1

(3) n

arra

tive

4.1.

8, 4

.1.9

, 7.2

.1 (3

) nar

rativ

e

4.4.

3, 7

.2.2

(2) w

ork

sche

dule

4.4.

3, 2

.3.1

, 7.2

.2 (2

) wor

k sc

h

4.4.

3, 2

.3.2

, 7.2

.2 (2

) wor

k sc

h

4.2.

1, 1

.1.6

(2) p

ay st

ub

4.2.

1, 7

.2.3

(2) p

ay st

ub

4.2.

1, 1

.1.6

(2) p

ay st

ub

5.3.

8, 7

.2.2

(3) n

arra

tive

5.3.

8, 7

.2.2

(3) n

arra

tive

5.3.

8, 7

.2.1

(3) n

arra

tive

1.3.

3, 7

.2.1

(3) s

tore

ret p

olic

y

1.3.

3 (3

) sto

re re

turn

pol

icy

1.3.

3 (3

) sto

re re

turn

pol

icy

1.1.

3, 2

.2.5

, 1.9

.4, 2

.2.1

(2) m

ap

1.1.

3, 2

.2.5

, 1.9

.4 (2

) map

3.2

.1, 7

.2.4

(1) m

edic

al fo

rm

4.2.

1, 3

.2.3

(3) h

ealth

ben

efits

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 R1 Beginning literacy / Phonics R2 Vocabulary R2.1 Interpret common symbols (e.g., restroom

signs, traffic signs; #, , )

R2.3 Interpret common high-frequency words and phrases in everyday contexts (e.g., signs, ads, labels)

R2.6 Interpret basic abbreviations (e.g., Mr., apt., lb.)

R2.7 Interpret abbreviations in specialized contexts (e.g., tsp., bnfts.)

R2.8 Interpret meaning from word formations (e.g., verb endings, plurals, possessives, comparative forms)

R2.9 Interpret common prefixes and suffixes to determine the meaning of words (e.g., un-happy, work-er)

R2.10 Interpret less common prefixes and suffixes to determine the meaning of words (e.g., impossible, anti-war, employee)

R2.11 Interpret familiar words used in a new context (e.g., enter a room, enter data on a computer)

R2.12 Interpret specialized vocabulary in context (e.g., consumer, work, field of interest)

R3 General reading comprehension R3.2 Read and understand simple sentences that

contain familiar vocabulary

R3.3 Read and understand simple texts on familiar topics (e.g., short narratives, basic consumer materials)





2.1,

7.2

.1 (3

) nar

rativ

e

4.2.

1, 7

.2.1

(3) n

arra

tive

4.1.

3, 4

.1.6

(4) j

ob a

d

4.1.

3, 4

.1.6

(4) j

ob a

d

4.1.

2, 0

.2.1

(1) j

ob a

pplic

atio

n

4.1.

2, 0

.2.1

, 2.3

.2 (1

) job

app

1.4.

7, 7

.3.1

, 7.2

.1 (3

) nar

rativ

e

1.4.

7, 7

.2.1

(3) n

arra

tive

1.4.

7, 7

.2.1

(3) n

arra

tive

1.4.

2 (4

) hou

se a

ds

1.4.

3 (1

) ren

tal a

pplic

atio

n

1.4.

3 (1

) ren

tal a

pplic

atio

n

1.4.

3 (1

) ren

tal a

pplic

atio

n

3.3.

2, 3

.3.1

(4) r

x la

bel

0.2.

4, 7

.2.1

(3) n

arra

tive

4.1.

8, 4

.1.9

, 7.2

.1 (3

) nar

rativ

e

4.4.

3, 7

.2.2

(2) w

ork

sche

dule

4.4.

3, 2

.3.1

, 7.2

.2 (2

) wor

k sc

h

4.4.

3, 2

.3.2

, 7.2

.2 (2

) wor

k sc

h

4.2.

1, 1

.1.6

(2) p

ay st

ub

4.2.

1, 7

.2.3

(2) p

ay st

ub

4.2.

1, 1

.1.6

(2) p

ay st

ub

5.3.

8, 7

.2.2

(3) n

arra

tive

5.3.

8, 7

.2.2

(3) n

arra

tive

5.3.

8, 7

.2.1

(3) n

arra

tive

1.3.

3, 7

.2.1

(3) s

tore

ret p

olic

y

1.3.

3 (3

) sto

re re

turn

pol

icy

1.3.

3 (3

) sto

re re

turn

pol

icy

1.1.

3, 2

.2.5

, 1.9

.4, 2

.2.1

(2) m

ap

1.1.

3, 2

.2.5

, 1.9

.4 (2

) map

3.2

.1, 7

.2.4

(1) m

edic

al fo

rm

4.2.

1, 3

.2.3

(3) h

ealth

ben

efits

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 R3.4 Read and understand moderately complex

texts (e.g., general informational materials, common workplace materials)

R3.6 Interpret simple written instructions

R3.7 Interpret detailed instructions (e.g., workplace procedures, operating instructions, consumer materials)

R3.8 Interpret basic sentence structure and grammar (e.g., statements, questions, negatives; adjectives modifying nouns)

R3.10 Follow pronoun references within a text (e.g., Ms. Smith… she; This is important.)

R3.11 Make connections between related information across different sections of a text

R3.13 Use contextual clues to determine the meaning of words and phrases (e.g., Save $10 on your next purchase.)

R3.14 Interpret signal words as clues to the organization and content of a text (e.g., first… then; however; it’s important that…)

R3.15 Interpret idioms and collocations from context

R4 Text in format

R4.1 Read numbers

R4.2 Read clock times

R4.3 Read dates

R4.4 Read money amounts

R4.5 Read simple handwriting

R4.6 Interpret simple forms (e.g., appointment sign-in sheet, class registration)





2.1,

7.2

.1 (3

) nar

rativ

e

4.2.

1, 7

.2.1

(3) n

arra

tive

4.1.

3, 4

.1.6

(4) j

ob a

d

4.1.

3, 4

.1.6

(4) j

ob a

d

4.1.

2, 0

.2.1

(1) j

ob a

pplic

atio

n

4.1.

2, 0

.2.1

, 2.3

.2 (1

) job

app

1.4.

7, 7

.3.1

, 7.2

.1 (3

) nar

rativ

e

1.4.

7, 7

.2.1

(3) n

arra

tive

1.4.

7, 7

.2.1

(3) n

arra

tive

1.4.

2 (4

) hou

se a

ds

1.4.

3 (1

) ren

tal a

pplic

atio

n

1.4.

3 (1

) ren

tal a

pplic

atio

n

1.4.

3 (1

) ren

tal a

pplic

atio

n

3.3.

2, 3

.3.1

(4) r

x la

bel

0.2.

4, 7

.2.1

(3) n

arra

tive

4.1.

8, 4

.1.9

, 7.2

.1 (3

) nar

rativ

e

4.4.

3, 7

.2.2

(2) w

ork

sche

dule

4.4.

3, 2

.3.1

, 7.2

.2 (2

) wor

k sc

h

4.4.

3, 2

.3.2

, 7.2

.2 (2

) wor

k sc

h

4.2.

1, 1

.1.6

(2) p

ay st

ub

4.2.

1, 7

.2.3

(2) p

ay st

ub

4.2.

1, 1

.1.6

(2) p

ay st

ub

5.3.

8, 7

.2.2

(3) n

arra

tive

5.3.

8, 7

.2.2

(3) n

arra

tive

5.3.

8, 7

.2.1

(3) n

arra

tive

1.3.

3, 7

.2.1

(3) s

tore

ret p

olic

y

1.3.

3 (3

) sto

re re

turn

pol

icy

1.3.

3 (3

) sto

re re

turn

pol

icy

1.1.

3, 2

.2.5

, 1.9

.4, 2

.2.1

(2) m

ap

1.1.

3, 2

.2.5

, 1.9

.4 (2

) map

3.2

.1, 7

.2.4

(1) m

edic

al fo

rm

4.2.

1, 3

.2.3

(3) h

ealth

ben

efits

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 R4.7 Interpret complex forms (e.g., rental,

insurance, pay statements)

R4.8 Interpret information in charts and tables (e.g., bus schedules)

R4.9 Interpret maps, diagrams, and graphs

R4.10 Interpret written materials using formatting clues (e.g., headings, captions, bullets, print features such as bold)

R5 Reference materials

R5.3 Locate information organized in groups or categories (e.g., in a department directory, catalog, on a web page)

R6 Reading strategies

R6.1 Predict the content of a text from title, pictures, type of material

R6.2 Scan simple text (e.g., ads, schedules, forms, paragraphs) to find specific information

R6.3 Scan complex or extended text (e.g., web pages, documents, narratives) to find specific information

R7 Reading and thinking skills

R7.2 Identify the main idea of a multi-paragraph text

R7.4 Determine the sequence of events in a simple narrative

R7.7 Summarize a text

R7.8 Make inferences and draw conclusions from simple text

©2006, 2009 CASAS A CASAS National Consortium Content Standards Project 12

CASAS Content Standards for Reading by Instructional Level

Categories R1 Beginning literacy / Phonics Key to NRS Educational Functioning Levels R2 Vocabulary ESL ABE/ASE R3 General reading comprehension 1 Beginning Literacy 1 Beginning Literacy R4 Text in format 2 Beginning Low 2 Beginning R5 Reference materials 3 Beginning High 3 Intermediate Low R6 Reading strategies 4 Intermediate Low 4 Intermediate High R7 Reading and thinking skills 5 Intermediate High 5 ASE/Low R8 Academic-oriented skills 6 Advanced Low 6 ASE/High R9 Literary analysis Advanced High

CS# Reading Content Standards ESL ABE ASE NRS Level 1 2 3 4 5 6 1 2 3 4 5 6

CASAS Level A A A B B C D A B B C D E R1 Beginning literacy / Phonics R1.1 Identify the letters of the English alphabet (upper and

lower case)

R1.2 Recognize that letters make words and words make sentences

R1.3 Read from left to right, top to bottom, front to back R1.4 Relate letters to sounds R1.5 Relate letters to a range of possible pronunciations,

including recognizing common homonyms

R1.6 Use common phonological patterns to sound out unfamiliar words (e.g., man/van)

R2 Vocabulary R2.1 Interpret common symbols (e.g., restroom signs, traffic

signs; #, , )

R2.2 Read basic sight words (e.g., the, is) R2.3 Interpret common high-frequency words and phrases in

everyday contexts (e.g., signs, ads, labels)

R2.4 Use capitalization as a clue to interpret words (e.g., names, place names, other proper nouns)

R2.5 Interpret contractions R2.6 Interpret basic abbreviations (e.g., Mr., apt., lb.)

R2.7 Interpret abbreviations in specialized contexts (e.g., tsp., bnfts.)

R2.8 Interpret meaning from word formations (e.g., verb endings, plurals, possessives, comparative forms)

R2.9 Interpret common prefixes and suffixes to determine the meaning of words (e.g., un-happy, work-er)

R2.10 Interpret less common prefixes and suffixes to determine the meaning of words (e.g., impossible, anti-war, employee)

R2.11 Interpret familiar words used in a new context (e.g., enter a room, enter data on a computer)



CASAS Level A A A B B C D A B B C D E R2.12 Interpret specialized vocabulary in context (e.g.,

consumer, work, field of interest)

R3 General reading comprehension R3.1 Interpret common punctuation and sentence-writing

conventions (e.g., capitalized first word)

R3.2 Read and understand simple sentences that contain familiar vocabulary

R3.3 Read and understand simple texts on familiar topics (e.g., short narratives, basic consumer materials)

R3.4 Read and understand moderately complex texts (e.g., general informational materials, common workplace materials)

R3.5 Read and understand complex texts (e.g., newspaper and magazine articles, technical materials, literature)

R3.6 Interpret simple written instructions R3.7 Interpret detailed instructions (e.g., workplace

procedures, operating instructions, consumer materials)

R3.8 Interpret basic sentence structure and grammar (e.g., statements, questions, negatives; adjectives modifying nouns)

R3.9 Interpret complex sentence structure and grammar (e.g., relative clauses, perfect tenses)

R3.10 Follow pronoun references within a text (e.g., Ms. Smith… she; This is important.)

R3.11 Make connections between related information across different sections of a text

R3.12 Use supporting illustrations to interpret text R3.13 Use contextual clues to determine the meaning of words

and phrases (e.g., Save $10 on your next purchase.)

R3.14 Interpret signal words as clues to the organization and content of a text (e.g., first… then; however; it’s important that…)

R3.15 Interpret idioms and collocations from context R3.16 Interpret figurative meanings of words from context (e.g.,

flooded with calls)

R3.17 Interpret the connotative meaning of a word (e.g., inexpensive vs. cheap)

R3.18 Interpret analogies in familiar contexts R3.19 Interpret meaning of metaphors and similes in context R4 Text in format R4.1 Read numbers R4.2 Read clock times R4.3 Read dates R4.4 Read money amounts



CASAS Level A A A B B C D A B B C D E R4.5 Read simple handwriting R4.6 Interpret simple forms (e.g., appointment sign-in sheet,

class registration)

R4.7 Interpret complex forms (e.g., rental, insurance, pay statements)

R4.8 Interpret information in charts and tables (e.g., bus schedules)

R4.9 Interpret maps, diagrams, and graphs R4.10 Interpret written materials using formatting clues

(e.g., headings, captions, bullets, print features such as bold)

R5 Reference materials R5.1 Find a word or number in an alphabetical, numeric, or

other ordered listing (e.g., telephone directory, list of part numbers)

R5.2 Locate information using an index or table of contents (e.g., of a book, manual, computer application help feature)

R5.3 Locate information organized in groups or categories (e.g., in a department directory, catalog, on a web page)

R5.4 Use a picture dictionary R5.5 Use a simplified dictionary or glossary R5.6 Use a standard dictionary to distinguish between

multiple meanings of a word

R5.7 Use reference tools such as a print or online encyclopedia R6 Reading strategies R6.1 Predict the content of a text from title, pictures, type of

material

R6.2 Scan simple text (e.g., ads, schedules, forms, paragraphs) to find specific information

R6.3 Scan complex or extended text (e.g., web pages, documents, narratives) to find specific information

R6.4 Skim simple text for general meaning R6.5 Skim complex text for general meaning or to determine

subject matter or organization

R6.6 Use appropriate reading strategy (e.g., skimming, scanning, predicting, inferring) to understand content of unfamiliar material or specialized information

R6.7 Increase reading fluency (accuracy, speed) R7 Reading and thinking skills R7.1 Identify the main idea of a simple paragraph R7.2 Identify the main idea of a multi-paragraph text



CASAS Level A A A B B C D A B B C D E R7.3 Identify supporting points or details for a statement,

position or argument on a familiar topic

R7.4 Determine the sequence of events in a simple narrative R7.5 Determine the sequence of events in a complex narrative R7.6 Paraphrase information R7.7 Summarize a text R7.8 Make inferences and draw conclusions from simple text R7.9 Make inferences and draw conclusions from complex text R7.10 Differentiate fact from opinion in a written text R7.11 Identify the writer, audience, and purpose of a text R7.12 Determine a writer’s point of view R7.13 Compare related information from various sources (e.g.,

consumer ads)

R7.14 Verify and clarify facts in written information (e.g., advertising claims)

R8 Academic-oriented skills R8.1 Critique the logic of functional documents by examining

the sequence of information and procedures in anticipation of possible reader misunderstandings

R8.2 Analyze both the features and the rhetorical devices of different types of public documents (e.g., policy statements, speeches, debates, platforms) and the way in which authors use those features and devices)

R8.3 Critique the power, validity, and truthfulness of arguments set forth in public documents; their appeal to both friendly and hostile audiences; and the extent to which the arguments anticipate and address reader concerns and counterclaims (e.g., appeal to reason, to authority, to pathos and emotion)

R8.4 Generate relevant questions about readings on issues that can be researched

R8.5 Prepare a bibliography of reference materials for a report using a variety of consumer, workplace, and public documents

R8.6 Extend ideas presented in primary or secondary sources through original analysis, evaluation, and elaboration

R8.7 Make warranted and reasonable assertions about the author’s arguments by using elements of the text to defend and clarify interpretations



CASAS Level A A A B B C D A B B C D E R8.8 Evaluate the credibility of an author’s argument or

defense of a claim by critiquing the relationship between generalizations and evidence, the comprehensiveness of evidence, and the way in which the author’s intent affects the structure and tone of the text (e.g., professional journals, editorials, political speeches, primary source materials)

R8.9 Analyze an author’s implicit and explicit philosophical assumptions and beliefs about a subject

R8.10 Synthesize the content from several sources or works by a single author dealing with a single issue; paraphrase the ideas and connect them to other sources and related topics to demonstrate comprehension

R8.11 Analyze the way in which clarity of meaning is affected by the patterns of organization, hierarchical structures, repetition of the main ideas, syntax, and the word choice in the text

R9 Literary analysis R9.1 Identify the story elements such as setting, character, plot,

and resolution

R9.2 Draw from personal experiences in responding to a work of literature (i.e., the learner recognizes similarities between the experiences of fictional characters in non-complex events and his/her own experiences)

R9.3 Identify uncomplicated themes in reading selections R9.4 Differentiate between factual and fictional elements R9.5 Identify story elements including setting, plot, character,

conflict, and resolution increasingly more complex fiction

R9.6 Identify the function of introductory and concluding paragraphs in an essay

R9.7 Identify cause-and-effect relationships in literary texts R9.8 Identify the impact of language such as literary devices

that are characteristic of an author’s work

R9.9 Respond to a work of literature by explaining how the motives of the characters or the causes of events compare with those in his/her life

R9.10 Identify the major theme in increasingly more complex stories

R9.11 Use specifics from literary passages to support his/her ideas formed from reading literary text

R9.12 Identify historical and cultural perspectives in reading selections (i.e., the impact of beliefs, attitudes, and values on a literary work)



CASAS Level A A A B B C D A B B C D E R9.13 Interpret a work of literature and relate the information to

contemporary experiences

R9.14 Identify more complex elements of plot, setting, character development, conflict, and resolution

R9.15 Recognize universal themes in literature (e.g., tragic hero, man versus nature, triumph over adversity, coming of age)

R9.16 Articulate the relationship between the expressed purposes and the characteristics of different forms of dramatic literature (e.g., comedy, tragedy, drama, dramatic monologue)

R9.17 Compare and contrast the presentation of a similar theme or topic across genres to explain how the selection of genre shapes the theme or topic

R9.18 Determine and articulate the relationship between the purposes and characteristics of different forms of poetry (ballad, lyric, couplet, epic, elegy, ode, sonnet)

R9.19 Analyze interactions between main and subordinate characters in a literary text (e.g., internal and external conflicts, motivations) and explain the way those interactions affect the plot

R9.20 Determine characters’ traits by what the characters convey about themselves in narration, dialogue, dramatic monologue, and soliloquy

R9.21 Compare works that express a universal theme and provide evidence to support the ideas expressed in each work

R9.22 Analyze and trace an author’s development of time and sequence, including the use of complex literary devices (e.g., foreshadowing, flashbacks)

R9.23 Recognize and understand the significance of various literary devices (figurative language, imagery, allegory, symbolism) and explain their appeal

R9.24 Interpret and evaluate the impact of ambiguities, subtleties, contradictions, ironies, and incongruities in a text

R9.25 Explain how voice, persona, and the choice of a narrator affect characterization and the tone, plot, and credibility of a text

R9.26 Explain how the tone and plot describe the function of dialogue, scene designs, soliloquies, asides, and character foils in dramatic literature



CASAS Level A A A B B C D A B B C D E R9.27 Evaluate the aesthetic qualities of style, including the

impact of diction and figurative language on tone, mood, and theme, using the terminology of literary criticism (Aesthetic approach)

R9.28 Analyze the way in which a work of literature is related to the themes and issues of its historical period (Historical approach)

R9.29 Analyze a work of literature, showing how it reflects the heritage, traditions, attitudes, and beliefs of its author (Biographical approach)

R9.30 Analyze characteristics of subgenres (e.g., satire, parody, allegory, pastoral) that are used in poetry, prose, plays, novels, short stories, essays, and other basic genres

R9.31 Analyze the way in which the theme or meaning of a selection represents a view or comment on life, using textual evidence to support the claim

R9.32 Analyze the ways in which irony, tone, mood, the author’s style, and the “sound” of language achieve specific rhetorical or aesthetic purposes or both

R9.33 Analyze the ways in which poets use imagery, personification, figures of speech, and sounds to evoke readers’ emotions

R9.34 Analyze recognized works of American literature representing a variety of genres and traditions

R9.35 Analyze the way in which authors through the centuries have used archetypes drawn from myth and tradition in literature, film, political speeches, and religious writings

R9.36 Analyze recognized works of world literature from a variety of authors

R9.37 Evaluate the philosophical, political, religious, ethical, and social influences of the historical period that shaped the characters, plots, and settings of a literary work

R9.38 Analyze the clarity and consistency of political assumptions in a selection of literary works or essays on a topic (e.g., suffrage, women’s role in organized labor (Political approach)

R9.39 Analyze the philosophical arguments presented in literary works to determine whether the authors’ positions have contributed to the quality of each work and the credibility of the characters (Philosophical approach)

WIPPEA Lesson Plan, Madeleine Hunter Douglas

Warm up/ Introduction:

Review previously learned materials. Prepare for new lesson. Establish purpose of lesson.

Presentation:

Introduce new information and skills using a variety of activities and techniques. Use a variety of

strategies: visuals, realia, lecture, demonstration.

Practice:

Provide learners with an opportunity to practice the new information and skills by integrating

the new information in a controlled context. Include Guided Practice (pair work, dictation and

worksheets) and Communicative Practice (role play, team work, info exchange and problem

solving) when appropriate. During the practice, monitor learners and provide feedback.

Evaluation/Assessment:

Assess the learners and provide feedback.

Application:

Learners apply new skills and knowledge in a functional context.

___________________________________________________________________________

Warm up/ Introduction:

Presentation:

Practice:

Evaluation/Assessment:

Application:

1 Reading Anyone? Van Bezooijen/Howard 6‐19‐10

Sample WIPPEA Reading Lesson Plan

Competency Objective(s): CASAS Competency1.4.7 ‐ Interpret information about home maintenance and communicate housing problems to the landlord Lesson Objective: Scan a flyer to find specific information about building maintenance Level: ESL Intermediate Low Basic Skills: Language Skills: X Reading Listening Speaking □ Writing □ Math Content Standards: R6.2 Scan simple text for information Vocabulary: New: fumigate, pest control, rats, pests. mice, ants, fleas, termites, treat the premises, vacate, Review: tenant, landlord, hallway, stairs broken, dirty, leaking, dripping, repair, fix

Warm up

Review vocabulary about housing problems and repairs.

Introduction

Explain to students that they will be learning and practicing how to scan text for information in the context of building maintenance. Explain why we sometimes scan a text for information before reading it or to quickly find out if it has important information.

Presentation

1. Using pictures, introduce situation in an apartment complex where fumigation will take place. Write unfamiliar vocabulary on the board.

2. Discuss the issue using questions to illicit personal experience. 3. Write simple questions (such as what day/what will happen/which

apartments etc) on board, Check comprehension. 4. Show (on projector) a letter that has been sent to tenants. Do two or

more examples of the following questions as a model to show students how to scan. First the teacher will answer a question by scanning the letter and modeling how to scan. Then students will do the same. When students understand the task, tell them they have 10 seconds to find the answer to each question the teacher will read. Ask them to look at the teacher when they have found the answer. Read each question. Ask for answers to each question from students after each period of scanning. Make sure students understand the questions before moving to the practice section. Note: Lessen the time for scanning as students get used to doing it.

5. As students give answer, point to the answer in the text. Underline and mark answers with #1,2,3 etc (corresponding to questions.)

6. Repeat activity several times allowing students to ask Qs and point out answers.

7. Finally read text together and check answers.

2 Reading Anyone? Van Bezooijen/Howard 6‐19‐10

Practice

1. Pass out a worksheet of several signs and notifications about different repair work, fumigation, wet paint etc. with questions written on the page.

2. Explain that students will work in pairs to practice scanning for the answers to the questions. Student A will ask a question and count to 15 silently while student B finds the answer in the text, numbers and underlines it. Then reverse roles. Students can work in pairs to check each other’s answers. Model the practice with one pair of students.

3. Teacher monitors practice, answers questions and helps students who are having difficulty.

4. Teacher reviews the practice or brings any issues that have come up with the whole class.

Evaluation/Assessment

1. Students will be given a notification about a repair. And a list of questions

2. Teacher will read the questions and give a time limit for each question Students underline answer in text and put the question number next to the answer.

3. Teacher walks around to view work and assess students mastery, or collects work to review and assess mastery

Application

Small groups of students with a short list of questions to answer go to different areas of the school to read signs that have been posted and report back to the class with answers(i.e. Men’s bathroom will be painted Tuesday: closed between 1‐5) They have only 10 minutes to complete the task. Other application‐ Students can scan websites for specific information‐ hours, phone # etc.

Resources for Teaching Reading

The following are a few books that contain reading strategies for teaching reading to ESL students.

Anderson, N. (1999), Exploring Second Language Reading,

Canada: Heinle and Heinle

Day, R. (1993), New Ways in Teaching Reading

Virginia: TESOL

Mikulecky, B. (1990), A Short Course in Teaching Reading Skills

Massachusetts: Addison‐Wesley

CASAS2010 1

Reading Strategies and Activities CASAS Level B

Strategies

Activities

Scanning

Question Grid

Skimming

Answering Comprehension

Questions

Graphic Organizers

Jigsaw Reading

Personal Dictionaries

Reading Strategies and Activities are described in this document and correlated to CASAS competencies and content standards. The grids include descriptions of activities that facilitate reading practice and the development of reading strategies.

CASAS2010 2

Scanning Content Standards Sample Competencies Strategy/Activity Description

R3.3 Read and understand simple texts on familiar topics R3.4 Read and understand moderately complex texts R3.6 Interpret simple written instructions R6.2 Scan simple text to find specific information R 6.3 Scan complex or extended text to find specific information R 6.6 Use appropriate reading strategy to understand the content of unfamiliar material or specialized information. R3.7 Read detailed instructions R7.4 Determine sequence of events in a simple passage

Competencies that require reading non-prose documents, ads, labels, signs, etc. In addition competencies that require reading prose documents for details. 1.3.5 Use coupons to purchase goods and services 1.5.1 Interpret information about personal and family budgets 1.4.2 Select appropriate housing by interpreting ads, signs and other… 2.1.1 Use a telephone directory 2.5.5 Locate and use educational services in community 3.1.2 Identify information necessary to make or keep medical appointments 3.3.2 Interpret medicine labels 4.1.3 Identify and use information about job opportunities such as ads… 4.1.2 Follow procedures for applying for a job including reading and filling out job applications 4.2.1 Interpret wages, wage deductions 4.4.3 Interpret job-related charts, signs, etc.

Strategy: Scanning

To scan a document means to look quickly to find specific information without reading every word. Scanning is reading for details or for words or phrases that have been previously learned. Activity Learners scan a document within a specific, short time frame and complete a task, such as: 1. Locate specific information in an ad, schedule, table or directory. 2. Answer multiple choice, Yes/No, or short answer questions about a narrative. The questions target specific facts or details. 3. Complete a grid using details from a document.

CASAS2010 3

Skimming Content Standards Sample Competencies Strategy/Activity Description

R3.3 Read and understand simple texts on familiar topics R3.4 Read and understand moderately complex texts R6.4 Skim a simple text for general Meaning R6.6 Use appropriate reading strategy to understand content of unfamiliar material or specialized information R3.7 Read detailed instructions R3.14 Interpret signal words as clues to organization and content of a text R7.2 Identify main idea of a multi-paragraph text R7.4 Determine sequence of events in a simple narrative R7.8 Make inferences and draw conclusions from simple text

Competencies that require reading prose or documents that describe procedures 1.2.5 Interpret letters, articles, and information about consumer-related topics 1.4.3 Interpret lease and rental agreements 1.4.5 Interpret information about tenant and landlord rights 1.7.1 Interpret information about home maintenance and communicate problems 1.7.1 Interpret product guarantees and warranties 1.7.4 Interpret maintenance procedures for household appliances 2.7.1 Interpret information about holidays 2.7.2 Interpret information about ethnic groups, cultural groups, etc. 4.2.4 Interpret employee handbooks, policies and job manuals 4.6.2 Interpret and write work-related letters or email 7.2.1 Identify and paraphrase pertinent information

Strategy: Skimming

To skim a reading passage means to move your eyes quickly down a page to get the general idea. Skimming is getting the gist or main idea without reading every word. Activities Learners skim a passage to complete a task such as:

Look for words that show order of events such as first, next, then, etc. Circle the transitional words.

Summarize content by listing subtitles in a document.

Find details in a passage by answering questions or completing multiple choice questions.

Look for steps in a process. List the steps in order

CASAS2010 4

Question Grid Content Standards Sample Competencies Strategy/Activity Description

R3.3 Read and demonstrate understanding (by answering questions) of simple texts on familiar topics R3.4 Read and demonstrate understanding (by answering questions) of moderately complex texts R7.2 Identify main idea of a multi-paragraph text R7.4 Determine sequence of events in a simple narrative R7.8 Make inferences and draw conclusions from simple text

Competencies that require reading prose or narratives. 1.2.5 Interpret letters, articles, and information about consumer-related topics 1.4.3 Interpret lease and rental agreements 1.4.5 Interpret information about tenant and landlord rights 1.7.1 Interpret information about home maintenance and communicate problems 1.7.1 Interpret product guarantees and warranties 1.7.4 Interpret maintenance procedures for household appliances 2.7.1 Interpret information about holidays 2.7.2 Interpret information about ethnic groups, cultural groups, etc. 4.2.4 Interpret employee handbooks, policies and job manuals 4.6.2 Interpret and write work-related letters or email 5.4.8 Identify procedures for reporting a crime 7.2.1 Identify and paraphrase pertinent information

Activity: Question Grid

Learners read a passage, article or story silently. To check comprehension, learners answer questions posed in grid format. Three types of questions are listed in three rows:

YES/NO EITHER/OR

INFORMATION Three comprehension targets are identified in three columns:

FACT INFERENCE

OPINION Each space in the nine-square grid can contain one or more question in each category.

CASAS2010 5

Comprehension Questions Content Standards Sample Competencies Strategy/Activity Description

R3.3 Read and demonstrate understanding (by answering questions) of simple texts on familiar topics R3.4 Read and demonstrate understanding (by answering questions) of moderately complex texts R3.7 Interpret detailed instructions R7.2 Identify main idea of a multi-paragraph text R7.4 Determine sequence of events in a simple narrative R7.5 Determine sequence of events in a complex narrative R7.6 Paraphrase information R7.7 Summarize a text R7.8 Make inferences and draw conclusions from simple text

Competencies that require narrative or prose readings. Also readings that describe procedures. 1.2.5 Interpret letters, articles, and information about consumer-related topics. 1.4.3 Interpret lease and rental agreements 1.4.5 Interpret information about tenant and landlord rights 1.7.1 Interpret information about home maintenance and communicate problems 1.7.1 Interpret product guarantees and warranties 1.7.4 Interpret maintenance procedures for household appliances 2.7.1 Interpret information about holidays 2.7.2 Interpret information about ethnic groups, cultural groups, etc. 4.2.4 Interpret employee handbooks, policies and job manuals 5.4.8 Identify procedures for reporting a crime 7.2.1 Identify and paraphrase pertinent information

Answering Comprehension Questions

For intermediate level reading practice, practice with answering specific question types are appropriate. In these examples of question types, learners use previously learned material or new words in context demonstrate reading comprehension. 1. Look at the picture and the headings. Guess the answers to these questions. Read the passage. Were your guesses correct? 2. Read the sentences. Find the _______(insert Detail from reading). Mark them (x) 3. Information question / multiple choice 4. Information question / short answer 5. Finish the sentences. Use the cues. mop shovel rake It’s snowing outside. You’ll need to _____.

CASAS2010 6

Graphic Organizers

Content Standards Sample Competencies Strategy/Activity Description R3.4 Read and demonstrate understanding of moderately complex texts R7.2 Identify main idea of a multi-paragraph text R7.4 Determine sequence of events in a simple narrative R7.8 Make inferences and draw conclusions from simple text R7.7 Summarize a text R7.10 Differentiate fact from opinion in a written text R7.13 Compare related information from various sources

Competencies that require comparisons, making differentiations or reading graphics 1.1.3 Interpret maps and graphs 1.2.2 Compare price or quality to determine the best buys for goods and services 1.3.1 Compare different methods used to purchase goods and services 3.3.3 Identify differences between prescription, over the counter, and generic medications 7.2.3 Make comparisons, differentiating among, sorting and classifying items, information or ideas

Strategy: Graphic Organizers

With Graphic Organizers learners transfer facts, details or conclusions from a narrative or document to a graphic that demonstrates their understanding and ability to synthesize information. Activities Mind Map: main idea, detail, inference (The main idea is put in a middle circle, Main details are listed in spokes radiating from the main circle with related details list under them.) Grid or Table: detail, sequence Venn Diagram: cause/effect, compare/contrast (Intersecting circles are drawn. Each of the circles is labeled with the ideas being compared, the intersecting portion displays ideas common to both ideas.) Bar Graph: compare/contrast, cause/effect, fact/opinion Time Line: sequence, cause/effect

CASAS2010 7

Jigsaw Reading

Content Standards Sample Competencies Strategy/Activity Description R3.3 Read and demonstrate understanding of simple texts on familiar topics R3.4 Read and demonstrate understanding of moderately complex texts R3.7 Interpret detailed instructions R7.2 Identify main idea of a multi-paragraph text R7.4 Determine sequence of events in a simple narrative R7.5 Determine sequence of events in a complex narrative R7.6 Paraphrase information R7.7 Summarize a text R7.8 Make inferences and draw conclusions from simple text

Use Jigsaw Reading with competencies that require narrative or prose readings. Also, readings that describe procedures. 1.2.5 Interpret letters, articles, and information about consumer-related topics 1.4.3 Interpret lease and rental agreements 1.4.5 Interpret information about tenant and landlord rights 1.7.1 Interpret information about home maintenance and communicate problems 1.7.4 Interpret maintenance procedures for household appliances 2.7.1 Interpret information about holidays 2.7.2 Interpret information about ethnic groups, cultural groups, etc. 4.2.4 Interpret employee handbooks, policies and job manuals 4.6.2 Interpret and write work-related letters or email 5.4.8 Identify procedures for reporting a crime 7.2.1 Identify and paraphrase pertinent information

Activity: Jigsaw Reading

Jigsaw reading is a cooperative learning technique that facilitates teamwork in group instruction. Performance on reading assessments is influenced by team proficiency. The teacher divides reading material into sections. For example, paragraphs in an employee manual are divided into 1) employee benefits, 2) sick policy, 3) company directory, etc. First, learners are divided into teams. Each member of the team is assigned a different section of the reading. Learners then leave their home teams to join another group. All members of this group have the same section of the reading and will become “experts” on one topic. After content is mastered, each person returns to his or her home team. In home teams, each person teachers teammates about his topic. The teacher then evaluates learners individually with a quiz or short answer test.

CASAS2010 8

Personal Dictionaries

Content Standards Sample Competencies Strategy/Activity Description R1.5 Relate letters to a wide range of possible pronunciations, including recognizing common homonyms R2.1 Interpret common symbols R2.8 Interpret meaning from word formations R2.9 Interpret common prefixes and suffixes to determine meaning R2.10 Interpret less common prefixes and suffixes to determine meaning. R2.11 Interpret familiar words used in a new context

Competencies that require reading single words or phrases’ 1.1.6 Count, convert, and use coins ans recognize symbols 1.1.9 Interpret clothing sizes 1.3.6 Use coin-operated machines 1.3.8 Identify common food items 1.3.9 Identify common articles of clothing 1.4.1 Identify kinds of housing, rooms, and items 3.3.1 Identify and use necessary medication 4.1.8 Identify common occupations 4.5.1 Identify common tools

Activity: Personal Dictionaries

After a new word is practiced, learners enter in into their personal dictionaries. The dictionary entry can include: Word Part of speech Definition Forms of the word Abbreviations Symbols Prefixes and suffixes (Learners add prefixes and suffixes to words they know to change the meaning) For example: The medicine can make you nauseous. If you feel like vomiting, consult your doctor. Nauseous – feel like vomiting – adjective Nausea – feeling – noun

reading anyone? - casas

Documents