Please read carefully attached instructions for this assignment. The link and log-in information to the additional readings (HPE) are in the instructions. Please read only chapters 4 and 5 for this assignment. Let me know if you have any problems with any of the links including the links to the excerpts
Instructions: 1. Read the following excerpt from the ESL Reading book True Stories. True Stories is a leveled series of “real” stories with interactive comprehension activities. 0. Complete the activities as if you were a student. Link to the excerpt is here. You do NOT need to turn this part in. 1. Now that you’ve read and done the exercises, answer the following questions on your own: a. Is the following reading assignment interactive and student centered? b. Is it designed so students deconstruct and deepen the text? c. Does the assignment have basic intensive reading exercises that can be used with any other text? 2. Now, answer do the following: a. Read the assignment again b. Read HPE (chapter 4 and 5) and analyze the assignment (log in information for these chapters found below) c. Discuss: i. What was done right? ii. What was lacking? iii. How would you modify it?* iv. With which population would you use it? (ESL) 3. In a Google or Word document, write down your responses. 4. Based on your answers, pick one of these other reading excerpts. 5. Do the following: modify the lesson to overcome its shortcomings 6. Create additional activities and exercises to supplement what is missing. Remember you should adapt these activities to K-12 settings (ESL) Submit your revised lesson with any new exercises (the format can be similar to the one with the story about bald heads). Don’t forget to add your rationale and framework. 0. You may submit a PDF file or your Google or Word document link. HPE (Herrera, Perez, Escamilla) can be found using the link and log in information below: https://www.pearson.com/store/en-us/pearsonplus/login - log in information is: username:
[email protected] password: @Sr7128sr This assignment should include : · the characteristics and purposes of intensive reading · the strategies to increase vocabulary, grammar, and syntax knowledge · the strategies to do before, during, and after reading Differences between intensive reading and extensive reading These two types of reading are important for language and literacy development. Both are necessary and both must be carefully included in the curriculum. Preparing for these reading activities is important; thus, it is necessary to learn the differences in purpose, objectives, roles that we must assign to each. Study the following table carefully. Intensive reading Extensive reading Objectives Learn new grammar, vocabulary, reading skills Fluency, prosodic features, confidence Level of difficulty i +1 (a little more difficult than learner’s level Easier than learner’s level Amount of reading Short passages, suitable for in-class reading Articles, entire books, longer readings to be read at home Content & Choice Teacher decides on reading passage and topic Learner chooses reading and topic Assessment tools Comprehension questions, cloze exercises, tests Book reports, summaries, discussions Language focus New grammar and vocabulary is introduced Most of the vocabulary is recycled