ESL 060RV - Reading & Vocabulary for Non-Native Speakers of English I

1. Demonstrate literal comprehension of high-beginning written material.
2. Demonstrate interpretive comprehension of high-beginning written material.

1. Use high beginning-level reading strategies and critical thinking skills to demonstrate comprehension of high beginning-level written materials.
2. Use basic strategies to synthesize new vocabulary.
3. Demonstrate development of literal and interpretive comprehension through written tasks.
4. Demonstrate an awareness of basic information literacy skills.
5. Integrate a variety of study strategies into English learning.
6. Employ college resources.
7. Participate in a community of readers.

1. Comprehension of  High-Beginning Narrative and Informational Texts

1. Reading strategies

1. Use strategies before reading/studying
2. Use strategies during reading/studying
3. Use strategies after reading/studying
4. Reading fluency

1. Comprehension of texts at different levels
   1. Comprehension texts at a literal level

1.   Identify main ideas
2.   Identify time sequence
3.   Make comparisons
4.   Identify speakers, setting
5.   Recognize examples
6.   Determine pronoun referents  
   1. Comprehension texts at an interpretive level
   2. Identify purpose
   3. Relate to personal experience
   4. Make connections within text
   5. Interpret illustrations

1. Vocabulary

1. Identify and use key vocabulary
2. Parts of speech
3. Collocations
4. Use of picture dictionary

1. Written Tasks

1. Short answer
2. Summary

1. Information Literacy

1. Interactive library orientation
2. Value of resources as information

1. Study Strategies

1. Introduction of syllabus
2. Organization of course materials
3. Interpretation of teacher feedback
4. Use of study strategies
5. Test taking skills
6. Identify and use parts of a textbook

1. College Resources

1. Faculty office hours
2. Learning/tutoring center
3. Advising and counseling center

1. Community of Readers

1. Reading as a catalyst for exchange of ideas
2. Acknowledging diverse points of view
3. Discussing diverse cultural values as they relate to readings