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Purpose: To create an assessment to measure learners ability to make connections with the main
ideas in readings and explain the connections.
Description of teaching context
Reading
This assessment was developed as part of an intermediate
level academic English reading class. The students in the
class come from varying ethnolinguistic backgrounds,
including L1 Arabic, Chinese, Korean, and Mongolian. The
course spans 16 weeks and is part of an intensive academic
English program geared toward preparing international
students for higher education degree programs taught in
English.
Goal: to improve reading comprehension and fluency to a
lower-advanced level.
Objectives: learners will practice:
1) Reading and comprehending an unedited novel in its
entirety.
2) Reading and comprehending multiple nonfiction
texts related to the novels author, subjects, or
themes.
3) The reading skill of skimming and scanning to
increase reading fluency.
4) Distinguishing between main ideas and details in
course readings.
5) Answering comprehension questions about course
readings.
6) Summarizing sections of course readings.
7) Making personal connections and responding to
sections of course readings.
8) Deducing vocabulary meanings from context of
course readings.
9) Using morphology, especially affixes, to build depth
and breadth of vocabulary knowledge.
10) Making and utilizing individual vocabulary study
tools to acquire shared vocabulary from course
readings and individual, learner-chosen vocabulary
from the K-1, K-2, or Academic Word lists.
11) Discussing and applying external ideas to the main
ideas in the course readings in a group setting.
12) Understanding the concept of academic honesty and
the CSU Honor Code.
(INTO CSU, 2015)
Upon completion of this course, learners will be able to:
Demonstrate increased reading fluency.
Locate and understand main ideas and details within
Operationalization of reading
constructs
References
Abrams, D.J., & Sharpe, A. (2015) Lesson plans and activities for AEIN8204.
INTO CSU (2015a). Syllabus for AEIN 8204 Intermediate reading and vocabulary building.
(Available from INTO Colorado State University, Spruce Hall, 150 Old Main Drive,
Fort Collins, CO, 80523).
Peirce, W. (2006, January 13). Designing Rubrics for Assessing Higher Order Thinking.
Retrieved from:
http://academic.pgcc.edu/~wpeirce/MCCCTR/Designingrubricsassessingthinking.html
Learning Journals
Instructions: Each week during the semester you will write a learning journal entry. Your
learning journal will be due in class each Friday. A learning log is a place in which you will
consider a question or a statement and write your response. Your responses will help you to
make connections between the main ideas in The Giver and your own experiences.
Each entry:
Must be at least (a minimum) of one double-spaced paragraph.
Must include many details (a lot of examples) and much explanation.
Each entry will be worth up to 12 points (see rubric for evaluative and scoring criterion).
Week 1
Week 2
Week 3
Week 4
Week 5
Week 6
Week 7
Week 8
Week 9
Week 10
Week 11
Week 12
Week 13
Week 14
Week 15
Category
Knowledge and
Comprehension
4
Work
demonstrates
clear, accurate,
detailed, and
comprehensive
understanding
of relevant
main ideas,
details, and
themes.
Application and Work
Analysis
demonstrates
clear, accurate,
and detailed
ability to work
with the main
ideas and
themes and
apply or
extend them to
make personal
connections.
Synthesizing
Work
and Evaluation demonstrates
higher level
critical
thinking ability
to find hidden
connections,
meanings,
implications,
and value in
personal
connections to
the reading.
Scoring Rubric:
3
2
Work
Work
demonstrates demonstrates
an average
an uneven or
understanding poor
of relevant
understanding
main ideas,
of relevant
details, and
main ideas,
themes.
details, and
themes.
Work
demonstrates
and average
ability to
work with the
main ideas
and themes
and apply or
extend them
to make
personal
connections.
Work
demonstrates
average
ability to find
hidden
connections,
meanings,
implications,
and value in
personal
connections to
the reading.
1
Work
demonstrates an
inadequate
understanding of
relevant main
ideas, details, and
themes.
Work
demonstrates
and uneven or
poor ability to
work with the
main ideas
and themes
and apply or
extend them
to make
personal
connections.
Work
demonstrates
uneven or
poor ability to
find hidden
connections,
meanings,
implications,
and value in
personal
connections to
the reading.
Score
Work
demonstrates and
inadequate ability
to work with the
main ideas and
themes and apply
or extend them to
make personal
connections.
Work
demonstrates
inadequate ability
to find hidden
connections,
meanings,
implications, and
value in personal
connections to the
reading.