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READING
SKILL DEVELOPMENT
The REEP Curriculum provides 9 instructional
levels (Levels 100-550). These instructional units overlap with regard
to reading skill level. The 9 instructional levels represent 6 reading
levels as depicted below.
READING SKILL DEVELOPMENT
Integral to this instructional system is
the development of reading skills. Some of the lifeskills objectives focus
on reading skills, e.g. interpret want ads. However, many of the lifeskills
objectives require primarily speaking and listening skills. Therefore,
the Reading Development Units for each level provide guidance for instruction
as well as evaluation. Each Reading Development Unit provides:
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The objective for the level,
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Evaluation criteria that indicate how students
should be able to demonstrate comprehension of text. These criteria should
be used to evaluate reading throughout the cycle and determine achievement
of the level objective at the end of the cycle.
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Reading development skills needed to achieve
the level objective, and
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Suggested reading development resources. Also
see individual topic units for topic specific resources.
Go to Reading Development Unit for:
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READING
DEVELOPMENT - 100
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Level
Objective: To
read simplified materials given the following variables:
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familiar topics
-
uses visuals and other aids
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short text
-
level appropriate
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with prereading assistance
The goal to reach level 150/200.
See REEP level descriptions. |
EVALUATION
CRITERIA: Reader can
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Answer factual questions (yes/no), and
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Identify sequence of simple narrative.
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READING SKILLS DEVELOPMENT
READING:
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Make predictions using visuals.
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Locate information in text.
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Identify sequence of a story.
VOCABULARY:
Use phonics and sounding-out to decode
new words (matching letters to sounds, initial consonants and vowel sounds).
Match words and phrases with pictures.
Categorize vocabulary (e.g.. antonyms). |
RESOURCES
Starting to Read
Collaborations Literacy
First Words
Personal Stories 1
Oxford Picture Dictionary
Basic Oxford Picture Dictionary
Very Easy True Stories
Success in the U.S.: Immigrants'
True Stories
ESL Teachers' Holiday Kit
Voices of Freedom 1
Here to Stay in the USA
Student generated texts |
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READING
DEVELOPMENT - 150
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Level
Objective: To read simplified narratives given the following variables:
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familiar topics
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with pre-reading assistance
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familiar vocabulary
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short texts
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level appropriate
The goal is to reach level 250.
Go to REEP level descriptions. |
EVALUATION
CRITERIA: Reader can:
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Answer factual questions (true/false,
fill-in, wh-),
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Complete close of the text, and
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Identify sequence of narrative.
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READING SKILLS DEVELOPMENT
READING:
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Make predictions using visuals
and titles.
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Use pronunciation cues to assist
in
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comprehension.
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Use pictures and context to
deduce meaning.
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Identify sequence of narrative.
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Scan to locate information in
text.
VOCABULARY:
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Use phonics to decode words:
consonants, vowels, blends, clusters, silent letters.
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Categorize vocabulary (match
new words with antonyms).
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Identify suffixes (-s, -ed,
-ing).
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RESOURCES
Beginning Stories from
the Heart
Collaborations Beginning
1
Very Easy True Stories
Personal Stories 1
Personal Stories 2
Pizza Tastes Great
Voices of Freedom 1
Looking at the USA
Stories to Tell Our Children |
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READING
DEVELOPMENT- 200
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LEVEL
OBJECTIVE: To read simplified narratives given the following variables:
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with pre-reading assistance
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familiar and unfamiliar topics
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some unfamiliar vocabulary
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uses visuals and other aids
-
short texts
-
level appropriate
The goal is to reach level 250/300.
Go to REEP level descriptions. |
EVALUATION
CRITERIA: Reader can
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Answer questions related to text (yes/no,
true/false, fill-in, wh-, opinion),
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Scan to locate information in text to
answer questions, and
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Complete cloze activity for text.
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READING SKILLS DEVELOPMENT
READING:
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Make predictions from visuals
and titles.
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Identify main idea.
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Scan to locate information in
text.
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Use pictures and context to
deduce word meaning.
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Identify personal pronoun antecedents.
VOCABULARY:
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Use picture and context to deduce
word meaning.
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Use phonics to decode.
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Match words and phrases with
pictures.
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Categorize vocabulary (synonyms,
antonyms, context).
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Identify suffixes (-s, -ing,
-ed).
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RESOURCES
Personal Stories 3
Collaborations Beginning
1 and 2
Beginning Stories from
the Heart
Stories from the Heart
Starting to Read
Pizza Tastes Great
Very Easy True Stories
Success in the U.S.:
Immigrants' True Stories
Easy True Stories
Picture Stories
More Picture Stories
Voices of Freedom 1
Let's Celebrate America
ESL Holiday Activity
Kit
Get Ready, Go, Home Free! |
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READING
DEVELOPMENT- 250
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LEVEL
OBJECTIVE: To
read simplified materials given the following variables.
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familiar and some unfamiliar topics
-
uses visuals and other aids
-
short texts
-
level appropriate
The goal is to reach level 350.
Go to REEP level descriptions. |
EVALUATION
CRITERIA: Reader can:
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Answer questions orally and
in writing related to text (T/F, multiple choice, fill-ins, wh-, opinions),
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Scan to locate information in
text to answer questions,
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Identify sequence of simple
narrative text, and
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Identify main idea.
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READING SKILLS DEVELOPMENT
Skills students need to master
to achieve the level objective. These skills should be practiced throughout
the cycle. |
RESOURCES
Resources suggested for this
level. Also see individual units for suggested integration with topics. |
READING:
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Make predictions from visuals
and titles.
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Predict main idea from title.
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Deduce word meaning through
context.
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Scan to locate information in
text.
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Identify personal, possessive
and demonstrative pronoun antecedents.
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Identify and use transition
words to understand relationship between ideas.
VOCABULARY:
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Use phonics to decode
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Categorize vocabulary (synonyms,
antonyms, context)
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Deduce meaning of compound words
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Identify affixes (-s, -ing,
-ed, -er)
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Collaborations
Beginning 2 and Intermediate 1
The Chicken Smells Good
True Stories in the News
More True Stories in
the News
ESL Holiday Teacher's
Activity Kit
Get Ready, Go, Home Free!
Let's Celebrate America
Personal Stories 3
Picture Stories
Stories from the Heart
Stories We Brought With
Us
Stories to Tell Our Children
Voices of Freedom 2 |
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READING
DEVELOPMENT- 300
The reading development unit
is required at this level. |
Needs
Assessment: The goals of needs assessment are to:
1) Determine the kinds
of reading to practice (e.g. narrative, newspapers, poetry, reports, lifeskills,
etc.).
2) Identify strategies for
practicing and improving reading.
Go to Learner Needs Assessment
(under Instructional planning) for additional information and suggested
activities. |
LEVEL
OBJECTIVE: To
read simplified materials given the following variables:
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familiar and unfamiliar topics,
-
uses visuals and other aids,
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with pre-reading assistance, and
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level appropriate.
The goal is to reach level 350/400.
However, it may take learners more than one cycle to achieve this goal.
Go to REEP level descriptions. |
EVALUATION
CRITERIA: Readers can:
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Answer questions related to
text (true/false, wh-, multiple choice, fill-ins, opinions),
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Scan to locate information in
text to answer questions,
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Interpret graphs, charts and
maps,
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Identify pronoun antecedents,
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Identify main idea,
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Identify sequence of narrative,
and
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Retell story orally.
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READING SKILLS DEVELOPMENT
READING:
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Make predictions from visuals,
titles and headlines.
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Predict main idea from title.
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Scan to locate information in
text.
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Predict meaning of unfamiliar
words through context.
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Identify personal, possessive,
and demonstrative pronoun antecedents.
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Identify transition words to
understand relationship of ideas.
VOCABULARY:
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Categorize vocabulary (synonyms,
antonyms,).
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Deduce meaning of compound words.
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Identify prefixes, suffixes,
and root words.
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RESOURCES
Weaving It Together 1
Collaborations Intermediate
1
Grammar in Action 2
News for You
Making the Most of News
for You
It's Up to You
True Stories in the News
More True Stories in
the News
Stories from the Heart
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READING
DEVELOPMENT - 350 and 400
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LEVEL
OBJECTIVE: To read non simplified material given the following variables.
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familiar topics,
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with/without visual aids, and
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level appropriate.
The goal is to reach level 450.
Go to REEP level descriptions. |
EVALUATION
CRITERIA: Readers can:
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Answer questions orally and in writing
(factual, some inference),
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Scan text to locate information to answer
questions,
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Retell story orally, and
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Paraphrase main idea of story.
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READING SKILLS DEVELOPMENT
READING:
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Make predictions from titles,
subtitles, and headlines.
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Skim and identify main idea
of short readings.
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Scan text for specific information.
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Deduce word meanings using surrounding
text and connectors.
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Use punctuation cues to assist
comprehension.
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Distinguish between fact and
opinion statements.
VOCABULARY:
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Deduce meaning of compound words
and words with basic prefixes and suffixes
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Categorize vocabulary based
on content schemata
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RESOURCES
NorthStar Reading and
Writing: Introductory
Weaving It Together 2
and 3
Collaborations Intermediate
2
News For You
More True Stories
Even More True Stories
Working Culture 2
Our Own Stories
Teacher resources:
Making the Most of News
for You |
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READING
DEVELOPMENT - 450
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LEVEL
OBJECTIVE: To read non simplified texts given the following variables:
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familiar topics
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with/without visuals
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level appropriate
The goal is to reach level 550.
Go to REEP level descriptions. |
EVALUATION
CRITERIA: Readers can:
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Answer questions orally and in writing
(factual, some inference and opinion),
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Scan text to locate information,
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Identify the main idea, and
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Retell story orally.
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READING SKILLS DEVELOPMENT
READING
Make predictions from titles,
subtitles, and headlines.
Skim for main idea.
Scan for specific information.
Read for meaning with minimal
stopping for context clues.
Deduce word meaning in context.
Distinguish between fact,
opinion, persuasion, and editorial.
VOCABULARY
Deduce word meaning in context.
Deduce meaning with common
prefixes, suffixes, and common roots.
Deduce meaning of compounds. |
RESOURCES
NorthStar Reading and Writing:
Basic and Intermediate
Collaborations Intermediate
2
Multicultural Workshop
2
Rethinking America 2
Weaving It Together 3
Contact USA
Even More True Stories
Variations
Working Culture 2
News for You
USA Today
Teacher resource:
Making the Most of News
for You |
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Arlington Education and Employment Program
Contact REEP: