English Reading Workshop - Intermediate Fall 16

Course Name: English Reading Workshop- Intermediate

Course Code: ENGL R002
Contact Hours: 6
Credit Hours: None
Prerequisites: ENGLR-001 or ACCUPLACER Reading Score 63-99

Course Textbooks Used:

Heinle. CENGAGE ELT. MacIntyre, P. (2010). Reading Explorer 3&4 (1st Ed.). Boston: Heinle.

Faculty Contact Information

Name:
Office Location:
Office Hours:
Contact Information:

Course Description
The Reading Workshop is a two-level focused reading-skills development course that meets five times per week and provides Foundation Program students with
the skills and strategies needed to become efficient readers. The course focuses on the development of reading skills and strategies which can be applied in the
students’ future university studies. Each class is comprised of a series of short activities, including teacher-guided intensive reading, fluency training, and
vocabulary expansion activities. The assessments for the course will be both formative (through vocabulary notebooks, in-class vocabulary and comprehension
quizzes, graded reading quizzes, etc.), as well as summative (through the mid-term and final exams).
Course Aims Student Learning Outcomes
 Increase reading comprehension and fluency 1.1 Relate information within and between texts
 Expand vocabulary recognition and production 1.2 Read critically to predict and evaluate information
 Enhance awareness of academic reading skills 1.3 Read level-appropriate texts fluently (250 words per minute)
 Explore when, how, and why to apply different reading strategies 1.4 Analyze and evaluate graphic information as it relates to a text
 Extend awareness of text structure/patterns 1.5 Select and apply reading strategies
 Encourage an awareness of reading and vocabulary ICT resources 5.4 Identify the meaning of words from context using
strategies
5.5 Apply strategies using parts of speech (word families)

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Week Content Activities Assessment

1 Introduction to the Reading Workshop Introduction to the Reading Workshop
Sept 18-22 Diagnostic (Teacher selected diagnostic activity; e.g. practice midterm or final
exam)

2 RE3 Unit 3, Animals in Danger (part A & B) Graded Readers # 1- Check‐out Graded Reader #1
Sept 25-29 Graded Readers #1 Reading Skill: Main Idea Paragraph Level Sample M-Reader Presentation
Reading Skill: Main Idea Paragraph Level Vocab Profile/Vocab Log Activity
Reading Skill: Supporting Details
Timed Readings (optional)
3 Timed Readings: Filling in the Reading Fluency Chart
Oct 2-6 Reading Skill: Supporting Details Practice Vocabulary Quiz
Lab: RE 3 Unit 3A Online Activities (unit 3A)
RE 3 Unit 3B Online Activities (in Lab session)

4 RE3 Unit 4, Violent Earth (part A & B) Timed Readings: Filling in the Reading Fluency Chart
Oct 9-13 Vocabulary in context: identifying meaning Vocabulary in Context Worksheet: : identifying meaning from M-Reader 1
from sentences that show comparison or sentences that show comparison or contrast
contrast Lab: RE 3 Unit 4A Online Activities
Reading Skill: Infer and Interpret Information
5 Timed Readings (optional) Timed Readings: Filling in the Reading Fluency Chart
Oct 16-20 Reading Skill: Infer and Interpret Information Comprehension Quiz 1 (7%)
Lab: RE 3 Unit 4B Online Activities Thursday, October 20th
6 RE3 Unit 10, All in the Mind (part A) Graded Readers # 2- Check‐out Graded Reader #2
Oct 23-27 Vocabulary in context: causal relationships Vocabulary in Context Worksheet: causal relationships Vocab Quiz 1 (5 %)
Timed Readings (optional) Timed Readings: Filling in the Reading Fluency Chart
Lab: RE 3 Unit 10A Online Activities

7 Review Week Timed Readings: Filling in the Reading Fluency Chart

Oct 30- Nov 3 Reading Skill: Infer and Interpret Information Reading Skill: Infer and Interpret Information Vocab Log 1 (5 %)
Timed Readings (optional) (Teacher Selected Review Activities Including Activities from the GO & CT Notebook 1 (5%)
Course Book- Previous or Optional Units)

Mid-term Exam- Wednesday November 2nd (15%)

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8 RE3 Unit 12, Medical Challenges (part A & B) Timed Readings: Filling in the Reading Fluency Chart M-Reader 2
Nov 6-10 Graded Readers # 2 Reading Strategy: Previewing the Text
Graded Readers # 3 Lab: RE 3 Unit 12A Online Activities
Reading Strategy: Previewing the Text
Vocabulary in context: prefixes
Timed Readings (optional)

9 Graded Readers # 3- Check‐out Graded Reader #3

Nov 13-17 Vocabulary in Context Worksheet: prefixes
Timed Readings: Filling in the Reading Fluency Chart
Lab: RE 3 Unit 12B Online Activities
10 RE4 Unit 3: Food and Health (part A & B) Timed Readings: Filling in the Reading Fluency Chart Vocabulary Quiz 2 (5%)
Nov 20-24 Reading Strategy: Relate Information Within Reading Strategy: Relate Information Within and Between Texts
and Between Texts Lab: RE 4 Unit 3A Online Activities
Vocabulary in context: general context
Graded Readers # 3
Graded Readers # 4
11 Vocabulary in Context Worksheet: general context
Timed Readings (optional)
Nov 27-Dec 1 Timed Readings: Filling in the Reading Fluency Chart M-Reader 3
Graded Readers # 4- Check‐out Graded Reader #4
Lab: RE 4 Unit 3B Online Activities

12 RE4 Unit 4: Design and Engineering (part A Timed Readings: Filling in the Reading Fluency Chart
Dec 4-8 & B) Reading Skill: Main Idea Whole Passage Comprehension Quiz 2 (7%)
Reading Skill: Main Idea Whole Passage Lab: RE 4 Unit 4A Online Activities
Reading Skill: Connecting Text to Background
Thursday, December 8th
Knowledge
Graded Readers # 4
13 Timed Readings: Filling in the Reading Fluency Chart
Graded Readers # 5
Dec 11-15 Graded Readers # 5- Check‐out Graded Reader #5 M-Reader 4
Timed Readings (optional)
Reading Skill: Connecting Text to Background Knowledge
Lab: RE 4 Unit 4B Online Activities

14 RE3 Unit 8B: Arabian Tales Vocabulary in Context Worksheet: Review Vocabulary Quiz 3 (5%)
Dec 19-22 Vocabulary in context: Review
Dec 18- National
Day Holiday
15 REVIEW WEEK Reading Strategy: Reflecting on Strategies Used and Their M-Reader 5
Dec 25-29 Reading Strategy: Reflecting on Strategies Effectiveness GO & CT Notebook 2 (7%)
Used and Their Effectiveness (Teacher Selected Review Activities Including Activities from the Vocab Log 2 (5%)
Graded Readers # 5 Course Book- Previous or Optional Units)

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Final Exam (24%)

Assessment Vocab Vocab Vocab Vocab Vocab Log Comp Comp Mid-term Final
M-Reader GO and CT Notebook
Quiz 1 Quiz 2 Quiz 3 Log 1 2 Quiz 1 Quiz 2 Exam

Week 6 10 14 7 15 5 12 Suggested in weeks 4,8,11,13,and 15 7 15 7 TBA

Weighting 5% 5% 5% 5% 5% 7% 7% 10% 5% 7% 15% 24%
Raw Score 15 15 15 5 5 10 10 25 4 6 15 20
Bb Column Vocab Vocab Vocab Vocab Vocab Log Comp Comp M-Reader GO&CT 1 GO&CT Mid-term Final
Quiz 1 Quiz 2 Quiz 3 Log 1 2 Quiz 1 Quiz 2 2 Exam

Learning Resources and Media: Digital media, whiteboard, Smart console, and Blackboard Academic Suite, as appropriate

R002 Marks Breakdown Grading Scale:

90 – 100% A
85 – 89% B+
80 – 84% B
10% 29% 75 – 79% C+
Vocabulary and Com- 70 – 74% C
prehension Quizzes
Homework and Classwork
Below 70% F
Midterm and Final Exams
39% M-Reader

22%

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Guidelines to the Components of the Reading Workshop

1. Course Books: The books students are required to purchase are: Reading Explorer 3&4. Both books come with a CD which includes extra practice on
each of the units in the book.
2. Lab Sessions include two main components:
• Reading Explorer Online Activities: Once a week, students are required to do a lab session whereby they login to MyELT
https://myelt.heinle.com/ilrn/authentication/signIn.do?inst=MYELT to complete activities that correspond to the Reading Explorer unit that they are
studying. Activities include a focus on vocabulary, reading skills, and overall reading comprehension. Please see the embedded Reading Explorer
Online Activity Schedule above.
• Vocabulary Quizzes: The lab session also includes online vocabulary quizzes. (please refer to assessment schedule for dates).
• M-Reader Quizzes: Students are required to read graded readers throughout the course. Student’s comprehension of assigned graded readers will be
measured by online M-Reader quizzes given during the lab session. M-Reader quizzes can be found at: http://mreader.org/
3. Timed Readings: A number of texts from “Timed Reading Plus in Science” are given to students to improve their reading fluency and comprehension.
Timed readings scanned units in addition to the fluency and comprehension charts are on Blackboard (Foundation Central) for teachers to use.
Students can use the charts to check their progress and determine the level they have reached later in the term.

Description of the Assessments

1. Vocabulary Quizzes: The vocabulary quiz is usually done in the lab session and is given 25 minutes. The questions target the new vocabulary items in the
textbook (RE) previously taught in class. Questions might include multiple choice questions, matching, and gap-fill.
2. Comprehension Quizzes: These are 2 quizzes done in class (please refer to assessment schedule for dates).Students should be given 30 minutes for each
comprehension quiz. The quiz includes a short text and 10 comprehension questions which target the reading skills (inference, details and main ideas, etc.).
3. The Vocabulary Log: : is a booklet with a number of activities and tasks that students complete with every new unit. It targets the new vocabulary items and
student selected words and through tasks, offers practice on vocabulary skills. For each unit students select 15 new words that they have learned or would
like to concentrate on in their studies. These words can be from the assigned list or simply selected by the student. Through focused review of new
vocabulary words students should develop a stronger vocabulary, which in turn will facilitate the development of their overall reading ability. Vocabulary logs
are checked and graded twice per semester.
4. Graphic Organizer and Critical Thinking Notebook: The graphic organizer and critical thinking notebook consists of a graded graphic organizer and critical
thinking question for each unit covered in the textbook. Each graphic organizer and each critical thinking question are graded for one point. Awarding of
partial credit is also at the teacher’s discretion. The goal of these notebooks is to help students learn to organize information from reading texts into graphic
organizers as well as encourage them to think more critically about what they read. Teachers should encourage students to complete the assignments in

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class, during office hours, and on their own time to maximize the formative value of the assignments. Checking of the Graphic Organizers and Critical
Thinking Questions upon completion of each unit is encouraged.
5. M-Reader: Students are required to read graded readers at a level 4 and above on the Kyoto Scale and complete M-Reader Quizzes during lab time or teacher
office hours under teacher supervision. Students will be awarded points for the M-Reader quizzes that they pass based on the scale below. Students will be
awarded points for passing the M-reader quiz with a score of 60% and above. Students scoring below 60% on an M-reader quiz will not receive credit for
their book. Common cutoffs for grades out of 25 points are shown in the table on the right.
Kyoto Scale Level 4 = 4 points
Kyoto Scale Level 5 = 5 points
Kyoto Scale Level 6 = 6 points
Kyoto Scale Level 7 = 7 points
Kyoto Scale Level 8 = 8 points
Kyoto Scale Level 9 = 9 points

Students will be given 10-15 minutes to complete each M-Reader quiz. Questions include ordering; multiple choice, and “who said this?” Students will
receive 2% for each M-reader quiz that they pass. The M-Reader schedule in the syllabus is to be used only as a guide. Students may take an M-Reader quiz
at any time throughout the semester as long as they have given notice to their teacher at least one week in advance as to the book that they wish to be
quizzed on AND have made arrangements to take the quiz in the presence of their teacher. During the M-Reader quiz students may use only the book and no
other materials. Students may take as many quizzes as they wish throughout the semester as long as the quizzes are on different books. To receive the full
10% of the M-Reader portion of the student’s grade the student must accumulate 25 points throughout the semester.

6. Mid-term and Final Exams: The mid-term exam is also done in class and is given 60 minutes. Two versions of the exam are prepared for morning and
afternoon shift students respectively. The final exam is usually a common exam which takes place in different buildings on campus. Students are given 75
minutes to finish the exam. The basic text for both mid-term and final exams will be based on students’ schemata. The questions target the skills students will
be practicing throughout the course (main idea, detail, inference, reference, vocabulary in context, etc.). The vocabulary items taught during the semester
will be included in the final exam vocabulary section.

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Delivery Methods
Teachers are encouraged to be innovative and use an eclectic mix of methodologies to best meet students’ needs by employing a variety of strategies which
are appropriate to the learning context.  It is crucial that teachers adapt/alter teaching strategies according to students’ in-class performance.
Learning Activities and Tasks
Extensive Reading: Students will be expected to practice extensive reading outside the classroom. Graded readers are available to students in the library.
Teacher-guided Intensive Reading: Teachers guide students through reading development activities that focus on improving reading skills through vocabulary
building, text structure awareness, main idea identification, strategy development, word and structure awareness, inferences, and critical evaluation (Grabe
& Stoller, 2011), Pre-, during-, and post-reading activities should be included.
Fluency Training and Practice: Fluency activities include but are not limited to: Word and phrases recognition exercises, Reading rate activities (Timed
Readings, Oral supported reading, Performance reading and Repeated reading
Vocabulary: In addition to vocabulary development provided in the textbook, vocabulary instruction focuses on expanding knowledge of word families
based on high-frequency words selected from the required units. Students are expected to learn high-frequency words each week along with their
associated definitions and related word forms such as parts of speech, affixes, synonyms and antonyms.
Reading Skills, Reading Strategies, and Vocabulary in Context: Each week a reading skill, reading strategy, or a strategy for determining the meaning of
vocabulary in context will be focused on. By focusing on one skill or strategy each week, students should become better at the skill or strategy and better
prepared for reading assessments.

 Reading Strategies: Students will be receiving explicit instructions on how to combine and use any combination of the following reading strategies:
1. Connecting text to background knowledge 8. Constructing images
2. Previewing the text 9. Creating graphic organizers
3. Making and checking predictions 10. Taking notes and summarizing
4. Posing and answering questions 11. Connecting one text to other texts
5. Making associations and inferences 12. Critiquing the text and/or the author
6. Checking back in the text 13. Reflecting on strategies used and their effectiveness
7. Identifying difficulties and taking steps to repair faulty comprehension

 Vocabulary in Context Strategies: Students will be receiving explicit instructions on how to use the following Vocabulary in Context Strategies:
1. Identify the meaning of words from context in sentences that show comparison or contrast
2. Identify the meaning of words from context in sentences that show causal relationships
3. Identify the meaning of words from context using prefixes
4. Identify the meaning of words from the general context of the reading

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Rules and Regulations: Please see the Foundation English Student Guide

References and Additional Resources (for teachers)

Crawford, M. (2005). Adding variety to word recognition exercises. English Teaching Forum, 43(2). 36-41.
Grabe, W. & Fredricka L. Stoller (2011). Teaching and researching reading (2nd Ed.). London: Longman.
Janzen, J. (1996). Teaching strategic reading. TESOL Journal, 6(10), 6-9.
Stoller, F. L. (2000). Help your students become better readers. Panama TESOL Newsletter. 14(2), 7-10.