LEARNING OUTCOMES: READING

Transcription

1 LEARNING OUTCOMES: READING Learning for LIFE: An ESL Literacy Curriculum Framework provides learning outcomes in four strands: reading, writing, literacy strategies and habits of mind. Here, the focus is on learning outcomes in reading. The reading outcomes provided here are skill-specific. Each outcome (e.g. follow instructions) is described at 10 levels of proficiency that align with the standards provided in Canadian Language Benchmarks 2000: ESL for Literacy Learners, from to. These benchmarks provide descriptions of literacy development from to. This set of learning outcomes is organized by outcome. For each outcome, you will find proficiency descriptors at each of the 10 levels described in Canadian Language Benchmarks 2000: ESL for Literacy Learners. The purpose of these learning outcomes in reading is to: outline the incremental steps involved in developing specific reading skills to the level of help ESL literacy program providers ensure that learning outcomes are recycled and spiraled throughout levels This tool can be used: by individual instructors in a course guide or curriculum package designed to support instructors as they implement the curriculum This tool includes two parts: an overview of the learning outcomes for reading nine learning outcomes for reading, each described from through For more information on learning outcomes for reading, please see Stage 3: Set Learning Outcomes in Learning for LIFE: An ESL Literacy Curriculum Framework. 1

2 Overview of Outcomes This chart provides an overview of the general and specific learning outcomes for reading. Overview of Outcomes Interpret informational text Specific Learning Outcomes Learners will be able to. interpret articles and brochures interpret signs, notices and labels interpret advertisements and consumer contracts interpret messages follow instructions engage in personal reading Interpret formatted text Specific Learning Outcomes Learners will be able to. interpret lists, tables, charts and graphs interpret maps interpret receipts and bills For a complete list of the works cited in this document and in Learning for LIFE: An ESL Literacy Curriculum Framework, please refer to: 2

3 Interpret Informational text Interpret articles and brochures Print is organized in predictable ways. Following oral prompts, track letters or familiar, concrete illustrations left to right and/or top down. Position paper right side up in correct position on the desk. Information can be conveyed in written form and in differing formats. Build a bank of key sight words connected to visuals in familiar, personally relevant texts. Identify key words in short, familiar, personally relevant instructor-made texts with visual supports. Track visuals sequentially from top to bottom on a page with a 2 column format similar to a brochure. Locate key information in instructor-made texts/ articles of up to five lines in familiar, personally Information found in brochures and articles can be useful. In instructor-made brochures, identify first panel and track visuals sequentially. Using visual and textual cues, locate key information in instructor-adapted texts/articles on familiar, relevant topics. I In instructor-adapted brochures, identify first panel and track text sequentially. Using textual cues, extract main idea and specific details from instructor-adapted texts/articles in familiar, relevant contexts. Extract main idea and differentiate between fact and opinion in instructor-adapted texts/articles and brochures of up to 15 lines in a variety of familiar, Information included in texts should be evaluated based on the reader s purpose. Infer purpose and extract main idea and key information from short, authentic/authentic-like articles and brochures on familiar, relevant topics. Infer purpose and differentiate between relevant and irrelevant information in authentic/authentic-like articles and brochures in familiar, Differentiate between fact and opinion and relevant/ irrelevant information in authentic/authentic-like articles and brochures of up to one page in a variety of 3

4 Interpret informational text Interpret signs, notices and labels I Print conveys meaning. Symbols convey meaning. Signs and labels convey important information. It is the reader s responsibility to distinguish between relevant and irrelevant information. Build a bank of oral vocabulary connected to visuals of common, familiar, community symbols. In response to an oral prompt, orally identify common signs or symbols in context (e.g. On a walk, identify women, men or exit sign symbols). Given an illustration and a single word on an instructorprepared worksheet, copy a word on a line directly below (e.g. stop, exit, men). Build a bank of sight words connected to visuals of common community symbols (e.g. push, pull, exit, stop). Using visual cues, associate symbols with function in familiar surroundings (e.g. no parking symbol = do not park here). Using visual cues, infer purpose or main idea of simple instructor-made signs and labels in familiar, Locate key information on instructor-adapted signs with text and labels in basic table format. Identify relevant information including dates and deadlines on instructor-adapted text-based signs and labels. Identify purpose, relevant information and related safety conditions and warnings (e.g. do not exceed 8 tablets in 24 hours) on instructor-adapted notices and labels for common products. Identify purpose and relevant information on short, authentic/authentic-like, familiar, personally relevant labels and notices of events. Interpret information in short, personally relevant authentic/authentic-like notices or labels in familiar contexts. Interpret information in personally relevant, authentic/authentic-like moderately complex notices or labels in a variety of 4

5 Interpret informational text Interpret advertisements and consumer contracts I Print is organized in predictable ways. Advertisements provide useful information. Ads and contracts must be read carefully in order to obtain the necessary information. Comparing advertisements and contracts can help readers save money or purchase a better product. Make oral connections between advertising and community life in personally relevant, concrete contexts (e.g. What food is on sale? ). Make connections between a limited number of words for consumer items and their representations (e.g. match banana with a picture of a banana using flash cards). Using visual cues, locate key items in instructormade familiar advertisements that include pictures and prices in familiar, personally Using visual and textual cues, identify key items in instructor-made advertisements that include pictures, words and prices in familiar, personally Scan for important details and locate fine print on instructor-made advertisements that include pictures, words and prices in familiar, personally Identify key information and meanings of common abbreviations in instructor-adapted advertisements and consumer contracts in familiar, relevant contexts. Identify purpose and specific details and locate fine print in instructor-adapted advertisements and consumer contracts in familiar, Scan for details to compare instructor-adapted advertisements that include abbreviations and fine print in a variety of familiar, Locate specific terms and conditions and highlight fine print on instructor-adapted advertisements and consumer contracts in personally Compare and contrast key points of two simple authentic or instructor-adapted advertisements or consumer contracts in personally Summarize important conditions and details in simple authentic/authentic-like advertisements and consumer contracts of up to one page and highlight key items in fine print, in personally 5

6 Interpret informational text Interpret messages I Oral language can be connected with print. Messages can be conveyed in print. Context clues assist in understanding the relevance, gist and purpose of messages. Messages have a definite purpose and often require action. Build a small bank of oral vocabulary common to messages (e.g. thank you, to, from) in familiar, personally relevant contexts. Responding to oral prompts, identify familiar, personally relevant, concrete words in print. Build a bank of sight words common to messages and letters in familiar, personally Use visual cues and identify key words in short, familiar instructor-made messages in familiar, personally Identify key information (sender, recipient, etc.) in short instructor-made messages of up to five lines in familiar, personally Use visual and textual cues to identify purpose and key information in instructor-adapted messages and letters in sentence format in familiar, relevant contexts. Use textual cues to identify purpose and specific details in instructor-adapted messages and letters in familiar, Scan for purpose and relevant details in instructoradapted messages and letters of up to ten lines in a variety of familiar, Identify purpose and key information in simple authentic/authentic-like messages and letters (paragraph format) in Scan for purpose and action required in simple authentic/authentic-like messages and letters in Identify purpose and relevant details (including required action) in authentic/authentic-like formal and informal messages and letters of up to one page in a variety of 6

7 Interpret informational text Follow Instructions Oral language can be connected with print. Follow one-word oral instructions. Following an instructor demonstration, locate one word instructions on an instructor-generated worksheet. Certain words imply Match basic instruction words to corresponding action. picture cards (e.g. write, look, listen). Follow familiar one-word written classroom instructions with visual support (e.g. circle, check, write). Follow short, one-step single phrase instructions with visual cues in a familiar setting. Instructions can Follow a short sequence of numbered instructions to describe a process accomplish a familiar, personally relevant task. I or a task. Using instructor-made sentence strips, sequence steps for familiar, personally relevant tasks. Follow a short sequence of instructions in connected text format to accomplish a task in a familiar, personally relevant context. Following Sequence multiple-step instructor-adapted instructions is a instructions for familiar tasks by numbering the useful strategy steps. in completing unfamiliar tasks or procedures. Follow a short authentic/authentic-like sequence or non-sequential set of instructions related to unfamiliar tasks and procedures in familiar, relevant contexts. Follow an authentic/authentic-like sequence or nonsequential set of instructions related to unfamiliar tasks or procedures in 7

8 Interpret informational text Engage in personal reading The purpose of this specific learning outcome is to provide learners with an opportunity to experience reading for non-functional purposes. Learners may have had limited experience with reading for interest or pleasure. In this regard, personal reading can be a stimulating and personally meaningful aspect of literacy development. The aim of this outcome is to build learners reading fluency and confidence in their ability to read beyond the classroom. is a way of building vocabulary, cultural awareness and language skills. Engaging in personal reading helps learners to develop habits for lifelong literacy development. 8

9 Interpret informational text Engage in personal reading Print is organized in predictable ways. Following oral prompts, track words (supported by familiar, concrete illustrations) left to right and top to bottom. I Oral language can be connected with print. can be enjoyable and interesting. Readers can select texts based on interest. for enjoyment or interest builds language skills. Learners begin the process of engaging in reading through listening to simple, personal -made stories while following along. This process allows learners to become familiar with books and written stories in general. Learners will be able to: track picture/text connect visuals and text answer oral questions by pointing or providing one word responses Learners begin the process of engaging in personal reading through shared/group reading. This process allows learners to experience success in reading. Learners will be able to : read class-made stories based on familiar experiences with support use visual supports to read simple, level appropriate texts connect visuals and text share response to texts with classmates and instructor In addition to shared reading, learners begin to select their own reading materials from a variety of appropriate reading materials in class. By the end of I, they will begin to select reading materials outside of class newspapers, magazines, books, etc. Learners will be able to: select texts that interest them based on visuals or key words share their opinions about different texts Learners select their own reading materials from a variety of sources both in and out of class, based on interest and level. Learners will be able to: identify their favorite types of text discuss various types of text connect their own experiences to that of the text share their opinions about the text they read 9

10 Interpret formatted text Interpret lists, tables, charts and graphs Print is organized in predictable ways. Following a visual and/or oral prompt, arrange concrete, familiar pictures in a given order, indicating left-right directionality. Identify same/different shapes, pseudo-letters and letters of the alphabet Words, pictures Arrange letter and number cards in sequential and information order (e.g. numerical or alphabetical order) can be sorted and organized. Arrange familiar, personally relevant word cards horizontally and vertically in sequential order. Categorize and sequence word cards of familiar, personally relevant vocabulary into instructor-made lists or tables (columns or rows) with pictures and words in the headings. Information can Locate familiar, personally relevant information be grouped and in instructor made lists, tables and simple charts presented in (columns and rows). I different formats. Extract personally relevant information from simple instructor-made tables and charts that use familiar, relevant vocabulary. Interpret information in instructor-adapted tables/ charts that use familiar, relevant vocabulary. The manner in Interpret information in instructor-adapted tables/ which information charts and simple instructor-made bar graphs. is organized Interpret information in simple authentic/authentic- assists readers in understanding the information. like lists/tables/charts and simple instructor-made line graphs in personally Draw conclusions based on information found in short authentic/authentic-like tables and charts or instructor-adapted bar/line graphs in personally 10

11 Interpret formatted text Interpret maps Oral language is connected to text. Concrete things can be represented on in twodimensional diagrams or maps. Pre-reading concept development Build a bank of oral vocabulary connected to prepositions (e.g. up, down, left, right). Move realia (3-D) in relation to each other to demonstrate the meaning of different prepositions (e.g. next to, between, across from). Match prepositions of place (e.g. next to, between, across from) with pictures of familiar items in different spatial arrangements. Respond to oral prompts by manipulating pictures (2-D) of familiar places on an instructor-made map of a single street. Maps represent Respond to oral prompts by manipulating abstract the locations of representations (e.g. bank ) of familiar places on an real life places instructor-made map with two intersections. I on a smaller scale. Describe the location of specific places in the community on simple instructor-made maps with a limited number of streets and intersections. Use a simple instructor-made or adapted map Maps can be used for directions to find places. Map - reading to reach a familiar destination in the building or community. Extract information from instructor-adapted or simple authentic/authentic-like stylized maps (e.g. route maps). Use a simple legend to locate features and places on an instructor-adapted map. Use a simple authentic/authentic-like map to locate an item or reach a destination. 11

12 Interpret formatted text Interpret receipts and bills I Oral language is connected to text. Receipts and bills provide a record of financial transactions. Readers must identify relevant information on bills and receipts. It is the reader s responsibility to check bills and receipts for accuracy and complete required action. Build a bank of oral vocabulary connected to finances (e.g. money, bill, cheque, bank). Connect common expressions to personally relevant amounts (e.g. How much is a cup of coffee? How much is your rent? ). Build a bank of sight words related to financial vocabulary. e.g. debit cards, bills, coins, credit cards, cheques, total, amount due, date Locate financial vocabulary on instructor-made receipts and bills. e.g. due date, total, amount due Identify key information on instructor-made receipts and bills. e.g. How much is the amount due? $ Highlight key fields on instructor-adapted bills and receipts. Locate specific details, action required and fine print on instructor-adapted receipts and bills. e.g. return policy, interest rate increase if not paid on time Compare key information on two instructoradapted bills and receipts. e.g. amount paid, interest charged Extract key information and action required on simple authentic/authentic-like bills. Review and assess simple authentic/authentic-like bills and receipts for accuracy. e.g. amount charged, previously paid amounts, number of items purchased, change given Compare information and action required in authentic/authentic-like receipts and bills. 12