HEARTLAND COMMUNITY COLLEGE READING PROGRAM

HEARTLAND COMMUNITY COLLEGE READING PROGRAM CURRICULUM SUMMARY

The way a book is read-which is to say, the qualities a reader brings to a book--can have as much to do with its worth as anything the author puts into it.

Books give not wisdom where none was before. But where some is, there reading makes it more. John Harington

Norman Cousins LISA PUTNAM COLE PROFESSOR OF READING COORDINATOR OF READING PROGRAM MAY 2010

READING FURNISHES THE MIND ONLY WITH MATERIALS FOR KNOWLEDGE; IT IS THINKING THAT MAKES WHAT WE READ OURS. JOHN LOCKE

HEARTLAND COMMUNITY COLLEGE READING PROGRAM CURRICULUM SUMMARY Table of Contents Mission Statement ................................................................................................................. 1 Program Goals and Means to Assess ...................................................................................... 1 Course Descriptions ............................................................................................................... 3 Credit .................................................................................................................................... 3 Course Texts .......................................................................................................................... 4 Relationship to Academic Development Programs and Transfer ............................................... 4 Instructional Goals and Learning Outcomes ........................................................................... 5 READ Course Outline (Topics) ................................................................................................ 7 Method of Evaluation ............................................................................................................. 8 Required Reading and Writing .............................................................................................. 10 Working Bibliography ........................................................................................................... 12 Appendix A: Differentiating Instruction in HCC READ Courses ............................................ 14 Appendix B: Read Right®--The Methodology Used in HCC’s Reading Lab .............................. 15 Appendix C: Approved Texts for the Lecture Portion of READ 070 and READ 090 ................. 16 Appendix D: Readability Estimates For Approved Texts for READ 070 and 090 .................... 27 Appendix E: READ 091 Course Packet Table of Contents for Spring 2010 ............................ 31 Appendix F: READ 101 Course Packet Table of Contents for Spring 2010 ............................. 32 Appendix G: ARE Model and BDA Framework ...................................................................... 33 Appendix H: Independent Reading Grading Scale and Personal Progress Chart (Lab Only) .... 35

Note: Heartland currently offers four reading [READ] courses: 070, 090, 091, and 101. READ 101 is an important piece of HCC’s Reading Program, but unlike 070, 090, and 091, it is not a developmental course. As a result, READ 101 is included in descriptions of curriculum and content, but it was not an object of the self-study for NADE Certification, nor is it included in program evaluation activities for the developmental reading sequence. Lisa Putnam Cole, Professor of Reading, coordinates HCC’s Reading Program and is responsible for the development of READ 070, 090, and 091. Kathleen Riepe, Associate Professor of Reading (retired), developed READ 101.

Curriculum Summary (5/2010) - i

HEARTLAND COMMUNITY COLLEGE READING PROGRAM CURRICULUM SUMMARY MISSION STATEMENT HCC's Reading Program prepares students to succeed at college-level reading tasks and to begin the development of critical thinking skills prerequisite to the successful completion of their certificate or degree program. Students should exit the program with an enhanced enthusiasm for reading as a habit, greatly expanded educational opportunities, and a renewed belief in their own ability to learn and grow as persons, as professionals, and as citizens. PROGRAM GOALS AND MEANS TO ASSESS Student-Centered Program Goals HCC’s developmental reading students will :  maintain success rates in developmental reading courses at rates comparable to those of non-developmental students in transfer-level courses1

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improve their reading skills

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maintain success rates in their 1st subsequent transfer-level reading-intensive courses at rates comparable to those of non-developmental students in transferlevel reading-intensive courses 2



improve their attitude toward reading



maintain retention rates at the college at rates comparable to those of nondevelopmental students3

Means to Assess As measured by :  The number and percent of students who successfully completed (A/B/C), unsuccessfully completed (D/F) and withdrew from (W) developmental reading courses as compared to all HCC students enrolled in college-level credit courses and national benchmarks  Students’ average gain scores on the Degrees of Reading Power (DRP) Comprehension Assessment  The number and percent of successful completers of READ 091 who successfully completed (A/B/C), unsuccessfully completed (D/F) and withdrew from (W) their first reading-intensive course (i.e., PSY 101, SOC 101, HUMA 101, BUSN 110) as compared to non-READ students enrolled in the same courses, all HCC students enrolled in college-level credit courses, and national benchmarks  Students’ average gain scores on the Rhody Attitude Assessment  The number and percent of developmental reading students new to HCC in fall semester who are retained at the college to the following spring, and then the following fall, semester as compared to non-READ students new to HCC in the same fall semester

―No less than 80% of those enrolled should pass the remedial course(s).‖ Boylan, H. (1997). Criteria for program evaluation in developmental education. Research in Developmental Education, 14(1), p. 2. 1

―No more than a 10% difference should exist in the pass rates of those who participated in remediation and took subsequent courses in the same discipline and those who did not participate in remediation.― Boylan, H. (1997). Criteria for program evaluation in developmental education. Research in Developmental Education, 14(1), p. 2. 2

No more than a 5% difference should exist in the year –to-year retention rates of those enrolled in remedial courses and those not enrolled.‖ Boylan, H. (1997). Criteria for program evaluation in developmental education. Research in Developmental Education, 14(1), p. 2. 3

Curriculum Summary (5/2010) - 1

General Program Goals The Division of Academic Support and/or HCC will:  Monitor and enforce adherence to the College’s mandatory entry-level assessment and placement policy

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 

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  



Means to Assess As measured by: 

Provide adequate course offerings (i.e., number of sections alternative delivery formats, various times of the day) to meet the needs of a diverse student population Maintain class sizes that allow instructors to meet the needs of individual students Provide well-designed courses that:  Address students’ cognitive and noncognitive development  Include clearly defined goals and outcomes  Integrate supplemental resources (i.e., lab activities tutoring) with course content Monitor completion rates of developmental reading students in the course sequence to which they have been assigned



Provide support services that offer multiple opportunities for intervention Engage in a systematic and ongoing evaluation process Maintain a pool of quality full-time and adjunct faculty who possess the credentials and the desire to teach developmental reading courses Increase the effectiveness of full-time and adjunct faculty and staff who work with developmental reading students through training programs and professional development in the following areas:  student development, especially as it relates to diverse student populations  learning styles, especially as they relate to diverse student population  learning, teaching, assessment, and evaluation  current theory and best practice in appropriate areas of reading and literacy development

The number and percent of new HCC students  who were assessed for reading and documented  who may or may not have been assessed for reading and for whom easily-accessible documentation was not available  who were assessed for reading and documented, and who placed into a READ course  who were assessed for reading and documented and whose score indicated college-level reading  who placed into reading and actually enrolled in a READ course TBA



TBA

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TBA





The number and percent of READ students who successfully completed (A/B/C), unsuccessfully completed (D/F), withdrew from (W), and/or did not enroll in the next course, grouped by incoming cohort, separately by beginning course TBA

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TBA



TBA



The number and percent of READ students as described by the following demographic characteristics and compared to all HCC students enrolled in credit courses and local benchmarks (for ethnicity and age only)  gender  ethnicity  age  credit load  parents’ education


COURSE DESCRIPTIONS (Refer to Appendix A for additional information regarding how these courses differ from one another.) READ 070: Prerequisite: Placement by assessment. Basic Reading provides students with instruction and practice in essential reading skills at a foundational level. READ 090: Prerequisite: Placement by assessment, completion of READ 070 with a grade of "C‖ or better, or equivalent. Reading Improvement I is an intermediate course in reading and vocabulary development that addresses academic and pleasure reading tasks. Students are provided with instruction and practice that will enable them to become members of a ―reading community‖ and successfully complete briefer types of readings often utilized in entry-level college courses. READ 091: Prerequisite: Placement by assessment, completion of READ 090 with a grade of "C" or better, or equivalent. Reading Improvement II is an advanced course in reading and vocabulary development that emphasizes academic reading tasks. Students are provided with instruction and practice that will prepare them to successfully meet the full range of reading demands typical of entry-level college courses. READ 101: Prerequisite: Placement by assessment or completion of READ 091 with a grade of ―C‖ or better. READ 101 is a college-level course in reading and vocabulary development. Students are provided with instruction and practice in efficient information processing strategies that will prepare them to successfully meet the full range of reading demands typical of any undergraduate course. CREDIT (Refer to Appendix B for information about Read Right, the methodology utilized during the lab component of each class.) Credit Hours

Contact Hours

Lecture Hours

Laboratory Hoursa

READ 070

3.0

5.0

1.0

4.0

READ 090

3.0

4.0

2.0

2.0

READ 091

3.0

4.0

2.0

2.0

READ 101

1.0

1.0

1.0

0.0

Course

Laboratory hours are spent in the Reading Lab participating in Read Right instruction. a


COURSE TEXTS (There is a course fee required for all READ courses that covers the cost of all required course texts.) Required Texts for READ 070: Appropriate selections from the Read Right® classroom library. Approved novels for READ 070, as appropriate; consult the READ 070 section of ―Approved Novels for the Lecture Portion of READ 070 and 090‖ (Appendix C) for an upto-date listing. Titles included were recommended by faculty and subject to readability analyses (Appendix D) to determine appropriateness for READ 070 students. Required Texts for READ 090: Agnes, M., ed. (2003). Webster's new world dictionary (4th ed.). New York: Pocket Books. ISBN 0-7434-7069-9. Laird, C. (2003). Webster’s new world thesaurus (3rd ed.). New York: Pocket Books. ISBN 7434-7071-0. Approved novels for READ 090 and magazine, journal, and newspaper articles, as appropriate; consult the READ 090 section of ―Approved Novels for the Lecture Portion of READ 070 and 090‖ (Appendix C) for an up-to-date listing. Titles included were recommended by faculty and subject to readability analyses (Appendix D) to determine appropriateness for READ 090 students. Required Texts for READ 091: Agnes, M., ed. (2003). Webster's new world dictionary (4th ed.). New York: Pocket Books. ISBN 0-7434-7069-9. Laird, C. (2003). Webster’s new world thesaurus (3rd ed.). New York: Pocket Books. ISBN 7434-7071-0. READ 091 Course Packet. Consult ―Table of Contents for READ 091 Spring 2010 Course Packet‖ (Appendix E) for current listing of packet contents. Articles included were recommended by reading faculty. Required Text for READ 101: READ 101 Course Packet, which includes one complete chapter from up to four disciplinary textbooks, such as business, psychology, biology, and humanities. Consult ―Table of Contents for READ 101 Spring 2010 Course Packet‖ (Appendix F) for current listing of packet contents. Articles included were recommended by faculty teaching transfer courses. RELATIONSHIP TO ACADEMIC DEVELOPMENT PROGRAMS AND TRANSFER READ 070, 090, and 091 are designed to enhance students' academic performance for other college courses for which they are currently underprepared, as indicated by their performance on HCC's reading placement exam or the review of approved documents. Credit earned from successful completion of this course (or other developmental courses) is not calculated into students' HCC GPA, will not apply toward degree or certificate requirements, nor will it transfer to other colleges or universities. However, some institutions calculate admissions GPA using grades from all courses, including developmental courses. READ 101 fulfills 1 hour of elective credit for the A.A. and A.S. degrees. It should transfer to most colleges and universities as an elective course. However, since READ 101 is not part of either the General Education Core Curriculum or a baccalaureate major program described in the Illinois Articulation Initiative, students should check with an academic advisor for information about its transferability to other institutions.


INSTRUCTIONAL GOALS AND LEARNING OUTCOMES (Learning outcomes for READ 070, 090, 091, and 101 are similar in many ways, but they are not identical. Please note that outcomes not varying from course to course require students to demonstrate increasing levels of sophistication as they progress through the READ sequence.) Students successfully completing READ 070, 090, 091, and/or 101 will be able to: Instructional Goal One: Approach Reading Tasks Strategically and Flexibly 070 (See Appendix G for suggested model [ARE] and framework [BDA’s]). Use a strategic, flexible approach to reading that supports comprehension of narrative texts for pleasure reading tasks

090

091

101

X

Use a strategic, flexible approach to reading that supports comprehension of narrative and expository texts for pleasure and academic reading tasks

X

Use a strategic, flexible approach to reading that supports comprehension of college-level expository textbooks for academic reading tasks and narrative texts for pleasure reading tasks

X

Use a strategic, flexible approach to reading that supports the comprehension of college-level expository textbooks for academic reading tasks (101 only; PS 2)

X

Range of assessment methods: In-class activities, journals and other written responses, discussion, demonstrations and presentations, instructor conferences, checklists, assignments and projects, quizzes and tests, formal papers (Reading Autobiography [070, 090, 091 only]) Instructional Goal Two: Demonstrate Increasing Levels of Sophistication in Comprehension Demonstrate the ability to comprehend narrative texts by remembering and understanding Demonstrate the ability to comprehend narrative and expository texts by remembering and understanding Demonstrate the ability to comprehend college-level expository texts by understanding, applying, and analyzing Demonstrate the ability to comprehend college-level texts by applying, analyzing, and evaluating (101 only; CT 1)

070

090

091

101

X X X X

Range of assessment methods: In-class activities, journals and other written responses, discussion, demonstrations and presentations, instructor conferences, checklists, assignments and projects, quizzes and tests, pre- and post-tests (at program level [DRP Reading Comprehension Test in 070, 090, and 091 only])


Instructional Goal Three: Increase Number of and Flexibility with Word Recognition and Vocabulary Development Tools Used Demonstrate effective use of the dictionary, the thesaurus, and context as primary tools for understanding words not immediately recognized during reading.

070

090

091

101

X

Demonstrate a strategy for understanding vocabulary not immediately recognized during reading using structure, sounding out, and asking someone, as well as the dictionary, the thesaurus, and context

X

Demonstrate a personal strategy for understanding vocabulary not immediately recognized during reading

X

Develop strategies to determine the meaning of discipline-specific vocabulary (101 only; PS2)

X

Range of assessment methods: Instructor conferences, checklists, assignments and projects, quizzes and tests, pre- and post-tests Instructional Goal Four: Increase Number of Words in Vocabulary Increase the number of words known in their reading, writing, speaking, and listening vocabularies

070

090

091

X

X

X

101

Range of assessment methods: Journals and other written responses, instructor conferences, checklists, assignments and projects, quizzes and tests, pre- and post-tests Instructional Goal Five: Improve Attitude and Confidence Improve their attitude toward reading and confidence in their reading ability in academic, career, and personal contexts

070

090

091

X

X

X

101

Range of assessment methods: In-class activities, journals and other written responses, discussion, instructor conferences, checklists, assignments and projects, pre- and post-tests (at program level [Rhody Attitude Inventory]), formal papers (Reading Autobiography), focus groups Instructional Goal Six: Use Self-Assessment Effectively Use self-assessment to develop knowledge of self as a reader and learner and use that knowledge to read and learn more effectively (101 only: CT 4)

070

090

091

101

X

X

X

X

Range of assessment methods: In-class activities, journals and other written responses, discussion, demonstrations and presentations, instructor conferences, assignments and projects, formal papers (Reading Autobiography [070, 090, 091 only]), focus groups Instructional Goal Seven: Use Learning Resources Effectively Use various information and technological resources (e.g., classmates, experts, reference books, Internet) as an aid to understand new vocabulary and concepts (101 only: PS 3)

070

090

091

101

X

X

X

X

Range of assessment methods: In-class activities, journals and other written responses, discussion, demonstrations and presentations, instructor conferences, checklists, assignments and projects, formal papers (Reading Autobiography [070, 090, 091 only]), focus groups


Instructional Goal Eight: Make Plausible Connections Connect learning experiences between and among individual courses (101 only: CT 2)

070

090

091

101

X

X

X

X

Range of assessment methods: In-class activities, journals and other written responses, discussion, demonstrations and presentations, instructor conferences, assignments and projects, formal papers (Reading Autobiography [070, 090, 091 only]), focus groups

READ COURSE OUTLINE (TOPICS) (There is considerable overlap among topics presented in READ 070, 090, 091, and 101. Course content is differentiated in terms of emphasis provided to particular topics and aspects of topic presented.) I.

The Reader 1. Behaviors, Skills and Strategies a. Before reading b. During reading c. After reading 2. Knowledge a. Of content (prior knowledge) b. Of reading process c. Of event (task) d. Of self as reader 3. Characteristics a. Aptitude b. Attitude c. Of one’s own reading process 4. Implications of the above for reading comprehension

II.

Approaches to Reading A. Applying Helpful Structures (BDA framework, ARE model, or other) B. Analyzing Significant Factors 1. The event a. types of events i. academic ii. career iii. personal b. other factors c. implications of the above for a reader 2. The text a. types of text i. narrative text ii. expository text iii. technical text b. other factors c. impact of the above on a reader


III.

Comprehension A. Bloom’s Taxonomy B. Significant Impacts 1. The reader 2. Approaches to reading C. Demonstrating Comprehension D. Implications of the Above for a Reader

IV.

Vocabulary Development A. Tools for Word Recognition 1. Dictionary and thesaurus 2. Context a. general context b. specific context clues 3. Word structure 4. Sounding the word out 5. Asking someone B. Strategies for Vocabulary Development C. Building Personal Vocabularies D. Building Discipline-Specific Vocabularies E. Impact of the Above on Reading Comprehension

V.

Self-Assessment A. Defining Self-Assessment B. Recognizing Excellence C. Objects of Self-Assessment 1. Inventory and test results 2. Learning strategies 3. Other D. Impact of the Above on a Reader E. Completing the Reading Autobiography

VI.

Resources METHOD OF EVALUATION

READ 070, 090, and 091 only: The final grade is determined by students’ weighted performance in both the lecture and the lab portions of the course as outlined below. Course Component

Weight 070

090

091

Lecture

35%

65%

65%

Lab

65%

35%

35%


READ 070 only: In the lecture portion of READ 070, learning is assessed through a variety of activities, each of which counts toward one of four major course components. The weight of each component for the lecture portion of the final grade is assigned as follows: Lecture Component Comprehension Assignments Vocabulary Assignments Self-Assessment Assignments Participation

Weight 30% 30% 20% 20%

READ 090 and 091 only: In the lecture portion of READ 090 and 091, learning is assessed through a variety of activities, each of which counts toward one of five major course components. The weight of each component for the lecture portion of the final grade is assigned as follows: Lecture Component Weight Comprehension Assignments Tests and Quizzes Vocabulary Assignments Self-Assessment Assignments Participation

25% 25% 20% 15% 15%

READ 101 only: Student learning is assessed through a variety of activities, each of which counts toward one of five major course components. The weight of each component is assigned as follows: Course Component Comprehension Assignments Tests and Quizzes Vocabulary Assignments Self-Assessment Assignments Participation

Weight 20% 35% 15% 20% 10%

READ 070, 090, and 091 only: The lab portion of the final grade is determined as outlined below: Lab Component Participation Independent Reading Self-Assessment

Weight 50% 30% 20%


Letter grades are assigned according to the following scale: Percentage

Grade 070

090

091

101

90 – 100%

A

A

A

A

80 - 89%

B

B

B

B

70 - 79%

C

C

C

C

F

F

F

60 – 69% 0 – 59%

D F

READ 070, 090 and 091 only: ―D‖ grades are not awarded in READ 070 or 090 or 091. Students must receive the equivalent of an ―A,‖ a ―B,‖ or a ―C‖ letter grade to pass an assignment: anything less is considered failing. In addition, students must earn an ―A,‖ a ―B,‖ or a ―C‖ in READ 070, 090, or 091 to be eligible for enrollment in the next READ course (or, for 091 students, to place out of HCC's Developmental Reading Program). REQUIRED READING AND WRITING Readings and writings are the focus of instruction in all READ courses. Out-of-class readings and writings are to be completed before class begins on the due date, and in-class readings and writings will also be completed regularly. Students should not attempt to complete unfinished readings or writings during class time. Reading for Individual Conferences and Shared Reading 070 only: Most class activities in the lecture portion of READ 070 are individualized and based on novels that READ 070 students select from an approved list. Reading in these novels will range from 25-50 pages per week. Shared out-of-class readings will also be assigned intermittently throughout the semester. When this occurs, students should expect assignments to range from 3-5 pages. Shared Readings 090 only: Shared out-of-class readings will provide the basis for most class activities and discussion in the lecture portion of READ 090, and students will be expected to read from 5075 pages each week. Preferred texts are novels that students have selected from an approved list, as well as additional materials that have been selected by the instructor. 091 only: Shared out-of-class readings will provide the basis for most class activities and discussion in the lecture portion of READ 091, and students will be expected to read from 5075 pages each week. Preferred texts are selections from the READ 091 Course Packet, as well as additional materials that have been selected by the instructor. 101 only: Shared out-of-class readings will be assigned throughout the semester and will provide the basis for most class activities and discussion. In READ 101, students should expect to read from 20-30 pages weekly for shared reading assignments.


Independent Reading (See Appendix H for the Independent Reading Grading Scale.) 070, 090, 091 only: Independent Reading, an individualized reading assignment for the lab component of this course, is completed in addition to the shared readings assigned for the lecture component. Students are expected to spend a minimum of 20 minutes per day five days per week (approximately 1.5 hours weekly) throughout the semester to fulfill the Independent Reading requirement. Writings 070 only: From time to time, brief in-class writing assignments will be required in READ 070. One such assignment will involve the completion of the appropriate section of the Reading Autobiography. 090, 091 only: Brief writing assignments, including short papers and self-assessment activities, will be completed often during class time. Outside-of-class writings will be assigned less frequently. These will include, but are not limited to, notes and summaries of reading assignments, as well as the completion of the appropriate sections of the Reading Autobiography. 101 only: All reading students will complete journals consisting of 2-4 pages per week to document their home reading. They will write test questions, chapter outlines, and create graphic organizers for each of the textbook chapters in the reading packet. In addition, short papers and self-assessment activities will be required periodically throughout the semester during class time. Evaluation of Writing Assignments Different types of writing assignments will be evaluated in different ways. Students should consult their instructor for specific guidelines.


WORKING BIBLIOGRAPHY Boylan, H. (2002). What works: Research-based best practices in developmental education. Boone, NC: Continuous Quality Improvement Network with the National Center for Developmental Education, Appalachian State University. Boylan, H. (1997). Criteria for program evaluation in developmental education. Research in Developmental Education, 14(1), 1-3. Flippo, R. F., & Caverly, D. C. (Eds.). (2009). Handbook of college reading and study strategy research (2nd ed.). New York: Routledge. Folger, P., & Putnam Cole, L. (2006). Reading demands at Heartland Community College [Institutional report]. Normal, IL: Heartland Community College. International Reading Association and National Council of Teachers of English. (1996). Standards for the English language arts. Urbana, IL: NCTE. (IRA/NCTE Standards for the English Language Arts appear on p. 25.) Introduction to section three: Models of reading and writing processes. (2004). In R. B. Ruddell & N. R. Unrau (Eds.), Theoretical models and processes of reading (5th ed., pp. 1116-1126). Newark, DE: International Reading Association. Nist, S. L., & Simpson, M. L. (2000). College studying. In M. Kamil, P. Mosenthal, P. D. Pearson & R. Barr (Eds.), Handbook of reading research (Vol. III, pp. 645-666). Mahwah, NJ: Erlbaum. Putnam Cole, L., Nicholls, B., Ryan, M. G., Tadlock, K., & Swinton, J. (2008). Why does Heartland Community College need Read Right®? [Institutional report]. Normal, IL: Heartland Community College. Read Right website. Retrieved July 7, 2008 from http://readright.com/index.html. Simpson, M. L., Stahl, N. A., & Francis, M. A. (2004). Reading and learning strategies: Recommendations for the 21st Century. Journal of Developmental Education 28(2), pp. 2-4, 6, 8, 10-12, 14-15, 32. Stahl, N. A. (2006). Strategic reading and learning, theory to practice: An interview with Michele Simpson and Sherrie Nist. Journal of Developmental Education 29(3), pp. 2024, 26-27. Stanovich, K. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21, 360-407. Tadlock, D. ―Preconference Institute.‖ Presentation made at the 5th Annual Read Right® Conference, May 15, 2008 in Dallas, TX. Weinstein, C. E., Dierking, D., Husman, J., Roska, L., & Powdrill, L. (1998). The impact of a course in strategic learning on the long-term retention of college students [Monograph]. In J. L. Higbee & P. L. Dwinell (Eds.), Developmental education: Preparing successful college students (pp. 85-96). Columbia, SC: National Resource Center for the FirstYear Experience and Students in Transition.


Weinstein, C. E., & Myer, D. K. (1991). Cognitive learning strategies and college teaching. In R. J. Menges & M. D. Svinicki (Eds.), College teaching: From theory to practice. New directions for teaching and learning (No. 45, pp. 15-26). San Francisco: Jossey-Bass.


APPENDIX A: DIFFERENTIATING INSTRUCTION IN HCC READ COURSES

READ 101

READ 091

READ 090

READ 070

Comprehension (Bloom’s)

Vocabulary Development

Types of Texts

Types of Tasks

Types of Classroom Instruction

Remember Understand

Use of dictionary, thesaurus, and context

Narrative

Pleasure

Whole-class (1 lecture hour) supplemented by individualized lab ([Read Right] 4 hours/week) and small group

Remember Understand

Use of structure, sounding out, and asking someone in addition to dictionary, thesaurus, and context

Narrative and exposition

Pleasure and academic

Whole-class (2 lecture hours) supplemented by individualized lab ([Read Right] 2 hours/week) and small group

Understand Apply Analyze

Development of a personal strategy for vocabulary development

Mainly exposition; some narrative

Mainly academic; some pleasure

Apply Analyze Evaluate

Development of strategies for determining meaning of discipline-specific vocabulary

Exposition

Academic


Whole-class

APPENDIX B: READ RIGHT®--THE METHODOLOGY USED IN HCC’S READING LAB The Read Right tutoring methodology was invented by Dr. Dee Tadlock in 1980, as she searched for a way to help her own son overcome a severe reading problem. 4 In her three years of post-doctorate research, Dr. Tadlock explored the disciplines of cognitive psychology, learning theory, reading theory, and more; the result was a holistic understanding of how to teach reading to young children, middle schoolers, high schoolers, and adults. (In fact, Dr. Tadlock’s son’s reading problem disappeared within three months of her implementation of an early form of the Read Right methodology.) In a Read Right classroom, highly trained tutors work with five students at a time to compel students’ brains to remodel the faulty neural networks guiding the reading process into efficient, effective ones.5 This is achieved through four different instructional components: Excellent Reading, Coached Reading, Independent Reading, and Critical Thinking. Read Right has eliminated reading problems for readers of all ages (elementary school through adult, as mentioned above) and ability levels (A Read Right mantra: ―If you can learn to talk, you can learn to read‖) in many settings (schools, corrections centers, industry, tutoring programs, community college developmental education programs, ABE programs, etc.). Further, independently conducted, longitudinal studies indicate that the gains achieved by once-struggling readers are maintained over time. One such study is documented on the Read Right website at: http://www.readright.com/news/UnionGapstudyarticleJan2007RhondaWeb.pdf Source: Putnam Cole, L., Nicholls, B., Ryan, M. G., Tadlock, K., & Swinton, J. (2008). Why does Heartland Community College need Read Right®? [Institutional report]. Normal, IL: Heartland Community College.

4

Assessing a reading problem: The most common way to assess a reading problem is a norm-referenced, standardized reading test, such as the Gates MacGinite, the Stanford Diagnostic, the Nelson-Denny, the Test of Adult Basic Education (TABE), the COMPASS, etc. Read Right students will also be given a reading consultation to determine if the neural networks that drive reading are operating appropriately, and if not, to what degree. If the neural network is operating correctly, the student will read effortlessly, sound smooth and fluent, and understand what the author is saying. If the neural net is not operating correctly, the reader will pause, read word for word, sound unnatural and /or have problems with comprehension. Read Right tutoring structures an environment that compels the student's brain to remodel its own networks, so that in a short amount of time, the reading problem disappears completely.


APPENDIX C: APPROVED TEXTS FOR THE LECTURE PORTION OF READ 070 AND READ 090 The cost of texts in the HCC Reading Program is covered by a course fee that students pay at the time of registration. This process enables the department to supply materials through the instructors, eliminating students’ choice of whether or not to purchase the text. Students are allowed to keep the texts they read. Improving students’ attitude toward reading is a major outcome of the Reading Program. In READ 070 and 090, one of the ways this outcome is accomplished is by allowing instructors and students as much choice as possible—within the parameters of the following list. The books that have been included on this list have been identified by HCC reading instructors as engaging reads that are appropriate in both topic and level of difficulty for community college developmental reading students. Recommendations for novels and collections of essays or short stories are always welcome. Up to 3 of each of the more popular novels on this list are kept in the division office area, and instructors are encouraged to use these first! Texts not on hand (or not on hand in sufficient numbers to meet instructors’ needs) less must be ordered through the ASC Division Secretary, who has to place an order through the book store. READ 070: Basic Reading Students’ individual needs are at the heart of instruction in READ 070, since readers at this level have very unique patterns of strength and weakness. As a result, students in the lecture portion of READ 070 will select one novel to read and discuss with the instructor. Students’ choices are limited to the READ 070 list. Title: At All Costs by John Gilstrap. ISBN 0446607401. Summaryb, e: Jake and Carolyn Donovan go underground and manage to elude the FBI for years when they discover they have been unjustly accused of massacring sixteen people and sparking one of the country's worst environmental catastrophes. By the time the FBI finds them as a result of Jake’s freak accidental arrest, the Donovans and their teenage son are on the run again. Their mission: to fight back and prove their innocence. Title: Summarya:

Ajeemah and His Son by James Berry. ISBN 0064405230. This very powerful, short chapter book (83 pages) is set first in Africa, then on a slave ship, and then in Jamaica where Ajeemah and his son, Atu, are taken. It tells the story of a father and son who are captured outside of their village and torn from their lives as slaves, and it follows their very different fates.

Title: Summary e:

Bleachers by John Grisham. ISBN 0440242002. Presents a novel about high school football in a small Texas town, a place in which football has become a religion.

Title: Summaryc:

The Body of Christopher Creed by Carol Plum-Ucci. ISBN 0786816414. When class freak and whipping boy Christopher Creed vanishes without a trace, speculation as to what happened runs rampant in town causing accusations that change several lives forever. This is a well-crafted thriller.

Title: Summaryb:

A Child Called ―It‖ by David Pelzer. ISBN 1558743669. This book relates an unforgettable account of one of the most severe child abuse cases in California history. It is the story of the author, Dave Pelzer, who was brutally beaten and starved by his emotionally unstable, alcoholic mother. This


compelling story will awaken you to the truth about child abuse—and the ability we all have to make a difference. Title: Summarye:

The Coldest Winter Ever by Sister Souljah. ISBN 0671025368. Winter Santiaga, the daughter of one of Brooklyn's most powerful drug czars, uses her own weapons, including sex and an aggressive attitude, to stay on top after her father's empire is threatened by a drug war.

Title:

The Curious Incident of the Dog in the Night-Time by Mark Haddon. ISBN 1400032717. Despite his great fear of interacting with people, Christopher, a mathematicallygifted, autistic fifteen-year-old boy, decides to investigate the murder of a neighbor's dog and uncovers secret information about his mother.

Summarye:

Title: Summaryb:

Early Autumn by Robert Parker. ISBN 0440122147. A bitter divorce is just the beginning. First the father hires thugs to kidnap his 15-year-old son from his ex-wife. Then the ex-wife hires Spenser to get the boy back. Then Spenser decides to do some kidnapping of his own. Heading for the Maine woods, Spenser is determined to give the puny 15-year-old a crash course in survival -- and beat his opponents at their selfish game.

Title: Summary e:

Ender’s Game by Orson Scott Card. ISBN 0765342294. A veteran of years of simulated war games, Ender believes he is engaged in one more computer war game when in truth he is commanding the last fleet of Earth against an alien race seeking the complete destruction of Earth .

Title: Summaryc:

Esperanza Rising by Pam Munoz Ryan. ISBN 043912042X. A young girl and her mother must migrate from a comfortable Mexican ranch to a California labor camp after a family tragedy.

Title: Summaryb:

Fallen Angels by Walter Dean Myers. ISBN 0590409433. Richie Perry, Lobel, Johnson, Brunner, and Peewee are all in Vietnam. They came there for different reasons, but now they share a single dream—getting out alive.

Title: Summaryb:

The Farthest Shore by Ursula LeGuin. ISBN 0553268473. The magic had gone out of the world. All over Earthsea the mages had forgotten their spells, the springs of wizardry were running dry. Ged, dragonlord and Archmage, set out with Arren, a highborn young prince to seek the source of the darkness. This is the tale of their harrowing journey beyond the shores of death to heal a wounded land . . . in this third volume of the Earthsea Trilogy.

Title: Summaryb:

The First Part Last by Angela Johnson. ISBN 0689849230. Bobby’s a classic urban teenager. He’s restless. He’s impulsive. But the thing that makes him different is this: He’s going to be a father. His girlfriend, Nia, is pregnant, and their lives are about to change forever. Instead of spending time with friends, they’ll be spending time with doctors and next, diapers. They have options: keeping the baby, adoption. They want to do the right thing . . . f only it was clear what the right thing was.

Title: Summary e:

47 by Walter Mosley. ISBN 0316016357. Number 47, a fourteen-year-old slave boy growing up under the watchful eye of a brutal master in 1832, meets the mysterious Tall John, who introduces him to a magical science and also teaches him the meaning of freedom.


Title: Summary e:

Girl With a Pearl Earring by Tracy Chevalier. ISBN 9780452282155. A poor seventeenth-century servant girl knows her place in the household of the painter Johannes Vermeer, but when he begins to paint her, nasty whispers and rumors circulate throughout the town.

Title: Summaryb:

Haunted Mesa by Louis L’Amour. ISBN 0553270222. Summoned to a dark desert plateau by the desperate letter of an old friend, internationally-renown investigator of unexplained phenomena, Mike Raglan, finds himself slowly drawn into a world beyond the laws of man and nature. Raglan learns the astonishing legacy of the Anasazi, a progressive tribe who built their houses on and in cliffs of the American Southwest. This tribe suddenly vanished in the 13th Century and the cause of their disappearance remains a mystery.

Title: Summaryc:

The House on Mango Street by Sandra Cisneros. ISBN 0679734775. Sandra Cisneros enables us to enter the mind and heart of Esperanza Cordero, a teenager who lives with her close-knit family in Chicago’s Hispanic district.

Title: Summaryc:

In Country by Bobbie Ann Mason. ISBN 0060913509. Sam Hughes, a contemporary girl, searches to understand who her father was and what the Vietnam War that killed him was all about.

Title: Summaryc:

Kit’s Wilderness by David Almond. ISBN 0440416051. In haunting lyrical prose Almond examines the bounds of family from one generation to the next as Kit Watson allows his new friend Askew to take him into the coal mines, where their relatives have worked and died.

Title: Summary b:

Look Me in the Eye by John Elder Robison. ISBN 9780307398181. Ever since he was young, John Robison longed to connect with other people, but by the time he was a teenager, his odd habits—an inclination to blurt out non sequiturs, avoid eye contact, dismantle radios, and dig five-foot holes (and stick his younger brother . . . in them) had earned him the label ―social deviant.‖ It was not until he was forty that he was diagnosed with a form of autism called Asperger’s syndrome. That understanding transformed the way he saw himself—and the world. A born storyteller, Robison has written a moving, darkly funny memoir about a life that has taken him from developing exploding guitars for KISS to building a family of his own.

Title: Summarya:

Lyddie by Katherine Paterson. ISBN 0140349812. This is the story of a 19th century farm girl who, because of financial worries, moves to Massachusetts to work in a garment factory. She endures various hardships but does not lose her spunk or integrity.

Title: Summary e:

Make Lemonade by Virginia Euwer Wolff. ISBN 059048141X. In order to earn money for college, fourteen-year-old LaVaughn babysits for a teenage mother of two. This book is written in 66 chapters, with text lines that break at natural speaking phrases.

Title: Summaryb:

Many Stones by Carolyn Coman. ISBN 0142301485. Berry’s father hasn’t been around much since the divorce, until the day he shows up at school to tell her that her sister Laura was brutally murdered. A year and a half later he arranges a trip to South Africa, with Berry a reluctant companion, to attend a memorial service at the school in Cape Town where Laura had volunteered at the time of her murder. Berry and her father confront each other and their own wounds during this painful journey, and in the


process are forced to look beyond their own grief to bear witness to a country’s search for peace and reconciliation. Title: Summaryc:

Monster by Walter Dean Myers. ISBN 0064407314. Sixteen-year-old Steve Harmon, on trial as an accomplice to a murder, records his trial in the form of a film script as he tries to sort out who he is and what is real.

Title: Summary e:

Mudbound by Hillary Jordan. ISBN 9781565126770. In 1946, Laura McAllan tries to adjust after moving with her husband and two children to an isolated cotton farm in the Mississippi Delta.

Title: Summary e:

The Necessary Beggar by Susan Palwick. ISBN 9780765349514. When young Darroti is accused of murdering a holy woman, his entire family is forced into exile away from their peaceful home city, a situation that thrusts them into a hostile land where hatred and war threaten their survival.

Title: Summaryc:

Nightfather by Carl Friedman. ISBN 0892552107. Friedman tells the story of her childhood as the daughter of a Holocaust survivor, sensitively revealing the toll her father’s experience in the Nazi death camps took on the innocent activities of childhood.

Title: Summaryc:

Nightjohn by Gary Paulsen. ISBN 0440219361. Twelve-year-old slave Sarny risks terrible punishment as Nightjohn, an adult slave, teaches her how to read.

Title: Summaryb:

Of Mice and Men by John Steinbeck. ISBN 0140177396 George and Lennie, an unlikely pair of laborers in California's dusty Depressionera vegetable fields, live a hand-to-mouth existence and share a dream to own a place they can call their own. When George, the small and quick "leader," and Lennie, a huge man with the mind of a young child, land jobs on a Salinas Valley ranch, their dream seems within their grasp until they experience the consequences of Lennie's encounter with a flirtatious young woman.

Title: Summaryc:

The Old Man and the Sea by Ernest Hemingway. ISBN 0684801221. Already a classic, this is the tragic tale of a Cuban fisherman and the giant marlin he kills and loses.

Title: Summaryb:

One for the Money by Janet Evanovich. ISBN 0312990456. Welcome to Trenton, New Jersey, home to wiseguys, averages Joes, and Stephanie Plum, who sports a big attitude and even bigger money problems (since losing her job as a lingerie buyer for a department store). Stephanie needs some fast cash, but times are tough and soon she’s forced to seek employment at her sleazy cousin Vinnie’s bail bonding company. She’s got no experience, but that doesn’t seem to matter. Neither does the fact that the bail jumper in question is local vice cop Joe Morelli. If Stephanie can nab Morelli in a week, she’ll make ten grand. All she has to do is become an expert bounty hunter overnight—and keep herself from getting killed.

Title: Plainsong by Kent Haruf. ISBN 0375705856. Summaryb,e: This is the story of seven residents of the small town of Holt, Colorado, located in the plains east of Denver. In it, an unlikely extended family is formed when a high school teacher helps a pregnant student make a home with two elderly bachelor ranchers. The problems they face become the ties that bind them.


Title: Summaryb:

Sackett’s Land by Louis L’Amour. ISBN 0553276867. Son of a feared fighting man, Barnabas Sackett inherited his father’s fiery temper, sense of justice and warrior skills. Declared an outlaw in his native England, Barnabas set his daring sights on the opportunities of the New World. The ruthless piracy of the open seas and the unknown danger of the savage American wilderness lay before him. And so did the thrill of discovery and the chance to establish a bold new future if he survived.

Title: The Secret Life of Bees by Sue Monk Kidd. ISBN 0142001740. Summaryb, e: Lily Owens’ life has been shaped around the blurred memory of the afternoon her mother was killed. One afternoon in 1964, Lily’s "stand-in mother," a bold black woman named Rosaleen, insults the three biggest racists in their South Carolina town. As a result, Lily and Rosaleen embark on a journey that takes them to Tiburon, South Carolina, where they are taken in by three black, beekeeping sisters. Title: Summaryb:

Seedfolks by Paul Fleischman. ISBN 0064472078. A vacant lot, rat-infested and filled with garbage, looked like no place for a garden, especially to a neighborhood of strangers where no one seems to care. Until one day, a young girl clears a small space and digs into the hard packed soil to plant her precious bean seed…Thirteen very different voices—old, young, Haitian, Hispanic, tough, haunted, and hopeful—tell an amazing story about a garden that transforms a neighborhood.

Title: Summary e:

Single Mom by Omar Tyree. ISBN 0684855933. After ten years spent raising her own two sons alone, single mother Denise Stewart finds herself facing a new set of life challenges as she becomes involved with truck driver Dennis and faces custody battles with both her sons' fathers.

Title: Summaryc:

Skellig by David Almond. ISBN 0440416027. When Michael’s baby sister becomes seriously ill and he discovers a creature not quite human in the crumbling garage in the backyard, Michael knows that the well-being of this creature is somehow linked to his sister’s recovery.

Title: Summaryb:

Streams to the River, River to the Sea by Scott O’Dell. ISBN 0449702448. A young Shoshone girl, Sacagawea, served as an interpreter and often as a guide for Lewis and Clark on their famous expedition into our uncharted West. Scott O’Dell has brought Sacagawea to life and given us an exciting new perspective on this American heroine. We see Lewis and Clark’s great adventure through her eyes.

Title: True Believer by Virginia Euwer Wolff. ISBN 0689852886. Summaryb, e: Fifteen-year-old LaVaughn still lives in the inner city amidst guns and poverty, and she’s still fiercely determined to go to college. But that’s the only thing she’s sure about. Loyalty to her deceased father bubbles up as her mother develops a relationship with a new man, and two girls she used to do everything with take a path LaVaughn wants nothing to do with. And then there’s Jody, her gorgeous and confusing love interest. LaVaughn learns from friends old and new, and inspiring mentors, that life is what you make it--an occasion to rise to. Title: Summarye:

Walking Across Egypt by Clyde Edgerton. ISBN 0345346491. The orderly life of 78-year-old Mattie Rigsby of Listre, North Carolina, is disrupted by a stray dog and a teenaged juvenile delinquent.


Title: Summary e:

When the Emperor Was Divine by Julie Otsuka. ISBN 0385721811. This story, told from five different points of view, chronicles the experiences of Japanese Americans caught up in the nightmare of the World War II internment camps.

Title: Summaryc:

Where the Heart Is by Billie Letts. ISBN 0446672211. Seventeen-year-old, seven months pregnant Novalee Nation finds herself stranded as a WalMart in Sequoyah, Oklahoma. In this small southwestern town she discovers the hidden treasures of a group of down-to-earth, deeply caring people willing to help a homeless, jobless girl. READ 090: Reading Improvement I

Students in READ 090 are often capable readers who have been reluctant to read in the past. Their individual needs aren’t quite as pronounced as those of READ 070 students, and they need to begin to develop the skills that will support their success in transfer-level courses. Therefore, in READ 090, there is a greater emphasis on whole-class instruction with a healthy recognition that these students aren’t efficient readers just yet. As a result, shared reading of at least one, but no more than two, novels is strongly recommended in READ 090; another option is to have students complete one novel as a class and a second novel individually. In READ 090, books that will be read individually may be selected from either the READ 070 or the READ 090 list (though selecting from the 090 list is always preferable). Student choices for shared reading and discussion are limited to the READ 090 list. Title: Summaryb:

Anne Frank: Diary of a Young Girl. ISBN 0553296981. In 1942, with Nazis occupying Holland, a thirteen-year-old Jewish girl and her family fled their home in Amsterdam and went into hiding. For the next two years, until their whereabouts were betrayed to the Gestapo, they and another family lived cloistered in the ―Secret Annexe‖ of an old office building. . . . In her diary Anne Frank recorded vivid impressions of her experiences during this period. . . [which provides] a fascinating commentary on human courage and frailty and a compelling self portrait of a spirited young woman whose promise was tragically cut short.

Title: Summary b:

The Audacity of Hope by Barack Obama. ISBN 9780307455871. The Audacity of Hope is Barack Obama’s call for a new kind of politics—a politics that builds upon those shared understandings that pull us together as Americans. Lucid in his vision of America’s place in the world, refreshingly candid about his family life and his time in the Senate, Obama here sets out his political convictions and inspires us to trust in the dogged optimism that has long defined us and this is our best hope going forward.

Title: Summary b:

The Blind Side by Michael Lewis. ISBN 9780393330472. When we first meet him, Michael Oher is one of thirteen children by a mother addicted to crack; he does not know his real name, his father, his birthday, or how to read or write. He takes up football, and school, after a rich, white, Evangelical family plucks him from the streets. Then two great forces alter Oher: the family’s love and the evolution of professional football itself into a game where the quarterback must be protected at any cost. Our protagonist becomes the priceless package of size, speed, and agility necessary to guard the quarterback’s greatest vulnerability—his blind side.


Title: The Book of Ruth by Jane Hamilton. ISBN 0385265700. Summaryb, e: Ruth, a young woman living in a rural Illinois town, looks back on the people who have shaped her somewhat tragic life, including her runaway father, shrewish mother, and crazy husband. At the end, her resilience is suggested as the process of reconstruction begins. Title: Summarye:

The Circuit by Francisco Jimenez. ISBN 0826317979. Offers a look at a migrant family, detailing their daily life and the struggles they endured to build an existence on the small opportunities they were given.

Title: Chang and Eng by Darin Strauss. ISBN 0452281091. Summaryb, e: A fictional retelling of the lives of Chang and Eng Bunker, the original "Siamese twins.‖ They were born in Siam in 1811 on a neglected houseboat on the Mekong River. By good fortune, they became international celebrities by the age of twenty by touring the world’s stages as a circus act. They settled in South Carolina just prior to the Civil War, eventually married sisters from North Carolina, and fathered twenty-one children between them. They lived their entire lives never more than 7 inches apart, attached at the chest by a small band of skin and cartilage. Title: Summarye:

Daughter of Fortune by Isabelle Allende. ISBN: 038083101X. The story of a young woman's quest for love and fortune during the California Gold Rush in San Francisco.

Title: Summary b:

Dreams From My Father by Barack Obama. ISBN 9781400082773. . . . the son of a black African father and a white American mother searches for a workable meaning to his life as a black American. It begins in New York, where Barack Obama learns that his father—a figure he knows more as a myth than as a man—has been killed in a car accident. This sudden death inspires an emotional odyssey—first to a small town in Kansas, from which he retraces the migration of his mother’s family to Hawaii, and then to Kenya, where he meets the African side of his family, confronts the bitter truth of his father’s life , and at least reconciles his divided inheritance.

Title:

Eight Habits of the Heart: Embracing the Values That Build Strong Families and Communities by Clifton Taulbert. ISBN: 0140266763. Clifton Taulbert is well-known for his touching memoirs about growing up in the segregated South. . . . In this inspiring handbook, filled with moving stories and memorable lessons, he shares eight basic principles he learned from his elders: a nurturing attitude, dependability, responsibility, friendship, brotherhood, high expectations, courage, and hope.

Summaryb:

Title: Summarya:

I Had Seen Castles by Cynthia Rylant. ISBN 0152053123. A 67-year-old man who suffered and lost his idealism during WW II remembers growing up in Pittsburgh and falling in love with a young woman pacifist who couldn’t understand why he would want to go overseas and fight.

Title: Summaryc:

I Heard the Owl Call My Name by Margaret Craven. ISBN 0-440-34369-0. The touching story of a young, mortally ill priest who spends the last days of his life working among the Kwakiutl Indians of British Columbia.


Title: Summaryb:

I Know Why the Caged Bird Sings by Maya Angelou. ISBN 0553279378. This is the autobiography of the multi-talented Maya Angelou. She was born Marguerite, but her brother Bailey nicknamed her Maya (―mine‖). As little children, they were sent to live with their grandmother in Stamps, Arkansas. Their early world revolved around this remarkable woman and the store she ran for the Black community. The store and its surrounding world remained a safe and comfortable place until the comfort was invaded by prejudice and a surprise visit by Daddy. Then a trip to St. Louis to visit their mother (The Most Beautiful Mother in the World) ended the tragedy of Maya’s rape. Eventually, Maya and Bailey followed their mother to California, and it is there this book ends, but not without Maya discovering much about herself and her world.

Title: Summary:

In Cold Blood by Truman Capote. ISBN 0-679-74558-0. In this true crime masterpiece, Truman Capote recreates the brutal slaying of the Clutter family of Holcomb, Kansas in November 1959; the ensuing police investigation; and the flight, capture, and execution of the two young murders. (Summary adapted from book jacket of ISBN 0-451-14995-5.)

Title: Summaryc:

Into Thin Air by Jon Krakauer. ISBN 0385494785. The tragedy that took the lives of experienced mountain guides and novice climbers in a raging blizzard atop Mt. Everest in 1996 is chronicled with clarity, poignancy, and brutal honesty by one who witnessed the event first-hand.

Title: Summaryc:

Jasmine by Bharati Mukherjee. ISBN 0802136303. This is the story of a young Hindu woman who flees her Indian village and travels to the United States. She lives in New York for a time, then moves to a small town in Iowa. The book shows her transformation into an American woman who finally thinks for herself.

Title: Summaryc:

The Joy Luck Club by Amy Tan. ISBN 0804106304. Amy Tan’s novel chronicles the lives of four Chinese women, their forty-year friendship, and how the death of one member brings her daughter into the group, creating a new understanding for each.

Title: The Killer Angels by Michael Shaara. ISBN 0345348109. Summary c, d: A gripping, Pulitzer Prize-winning novel of the four days of the Battle of Gettysburg, which left 50,000 Confederate and Union soldiers dead, as seen from the perspectives of several of each side’s leading participants. Title: Summarye:

The Kite Runner by Khaled Hosseini. ISBN 1594480001. This novel relates the demise of a friendship and the precipitous decline of Afghanistan at the end of the 20th century. Amir, a Pashtun, and his Hazara servant, Hassan, have grown up not only as master and servant but also as inseparable friends. Yet Amir is jealous of his father's affection for Hassan, who, though poor and illiterate, has many talents. Amir abandons Hassan at a time of extreme need and then, motivated by guilt, brutally betrays him. After he and his father escape to the United States following the Russian invasion, Amir continues to suffer from regret and guilt. In the latter half of the novel, Amir returns to Afghanistan and begins to atone for his childhood mistakes. [Previewed in Prepub Alert, LJ 2/1/03.]—Rebecca Stuhr, Grinnell Coll. Libs., IA (Reviewed April 15, 2003) (Library Journal, vol 128, issue 7, p122)


Title: Love Medicine by Louise Erdrich. ISBN 0060975547. Summaryb, c: This book tells the story of two Native American families--the Kashpaws and the Lamartines. It shows a multigenerational portrait of new truths and secrets whose time have come, of strong men and women caught in an unforgettable drama of anger, desire, and healing . . . . Title: Summary b:

Marley and Me by John Grogan. ISBN 9780060817091. The heartwarming and unforgettable story of a family and the wondrously neurotic dog who taught them what really matters most in life.

Title: Montana, 1948 by Larry Watson. ISBN 0671507036. Summaryb, e: A small town setting provides the framework for the events of the summer of David Hayden’s 12th year, which altered his view of the world forever. It features his views of his family: his father, a sheriff who never wears his badge; his clear-sighted mother; his uncle, a charming war hero and respected doctor; and the Hayden’s lively Sioux housekeeper, whose insights are at the heart of this story. Title: Summaryc:

The Natural by Bernard Malamud. ISBN 0374502005. The wildly comic and ultimately heartbreaking adventures of Roy Hobbs, the mythical baseball prodigy.

Title: Summary e:

A Painted House by John Grisham. ISBN: 044023722X. Racial tension, a forbidden love affair, and murder are seen through the eyes of a seven-year-old boy in a 1950s Southern cotton-farming community.

Title: Summary e:

Peace Like a River by Leif Enger. ISBN 0802139256. The quiet 1960s midwestern life of the Land family--father Jeremiah, and children, Reuben, Davy and Swede--is upended when Davy kills two teenage boys who have come to harm the family. On the morning of his sentencing, Davy escapes from his cell and the Lands set out in search of him. Their search is at once a heroic quest, a tragedy, a love story, and a haunting meditation on the possibility of magic in the everyday world.

Title: Summaryb:

Princess Bride: A Hot Fairy Tale by William Goldman. ISBN 0345348036. ...What’s it about? Fencing. Fighting. True Love. Strong Hate. Harsh Revenge. A Few Giants. Lots of Bad Men. Lots of Good Men. Five or Six Beautiful Women. Beasties Monstrous and Gentle. Some Swell Escapes and Captures. Death, Lies, Truth, Miracles, and a Little Sex. In short, it’s about everything.

Title: Summaryc:

Title: Summarya:

Snow Falling on Cedars by David Guterson. ISBN 067976402X. In 1954 on the isolated beaches of San Pedro Island in Puget Sound, a local fisherman mysteriously drowns. When a Japanese American is charged with his murder, it becomes clear over the course of the ensuing trial that much more is at stake than one man’s guilt. To Kill a Mockingbird by Harper Lee. ISBN 0446310786 . In this classic American novel set in the 30's, Lee tells the story of two children growing up in the South with their lawyer father who represents an AfricanAmerican man accused of raping a white woman. The novel is rich and complex in plot and theme.


Title: Summary c:

Tuesdays with Morrie by Mitch Albom. ISBN: 076790592X. Mitch Albom’s college professor Morrie Schwartz was a special person—that unique person you meet once in a lifetime who understands you and what you are searching for. When he reconnects twenty years later with his college mentor, Morrie is dying from Lou Gehrig’s disease. As the two rekindle their friendship by meeting every Tuesday as they had back in college, their meetings become one final class of lessons in how to live.

Title: Summaryb:

Two Old Women by Velma Wallis. ISBN 0060723521. Based on an Athabascan Indian legend passed along from mothers to daughters for generations in the upper Yukon River Valley in Alaska, this is the suspenseful, shocking, and ultimately inspirational tale of two old women abandoned by their tribe during a winter famine. Though these two women have been known more to complain than to contribute, they are faced with a choice of doing or dying.

Title: Summaryc:

Walkabout by James Vance Marshall. ISBN 0887410995. A young girl and her brother learn to communicate with an Aborigine youth when they are thrown together in an effort to survive the wilderness of the Australian outback.

Title: Summary e:

Water for Elephants by Sara Gruen. ISBN 978156512605. Ninety-something-year-old Jacob Jankowski remembers his time in the circus as a young man during the Great Depression, and his friendship with Marlena, the star of the equestrian act, and Rosie, the elephant, who gave them hope.

Title: Summaryb:

Winterdance by Gary Paulsen. ISBN 0156001454. Winterdance is an autobiographical account of the author's preparation for and participation in the Iditarod, the 1,180-mile dog race across Alaska from Anchorage to Nome, in 1983. The book includes descriptions of the author's ignorance and determination, as well as snowstorms, frostbite, dogfights, moose attacks, sleeplessness, hallucinations, and his relentless push to move ahead.

Title: Summaryb:

Woman at Point Zero by Nawal Saadawi. ISBN 0862321107. Firdaus is an Egyptian woman sentenced to die for having killed a pimp in a Cairo street. From her prison cell, she tells of her life from a village child of poverty to a city prostitute. Society’s punishment for her act of defiance is death; Firdaus welcomes it because death is the only was she can finally be free. Essay and Short Story Collections

Title:

Father Water, Mother Woods: Essays on Fishing and Hunting in the North Woods by Gary Paulsen. ISBN 0440219841 Summarya, c: These essays recount Paulsen’s adventures, alone and with friends, along the rivers and in the woods of Northern Minnesota. Paulsen shows us fishing, hunting, and camping as pleasure, as art, as companionship, and as sources of lessons about life. The experiences recounted in these essays led directly to his stories of survival in Hatchet and The River. Title: Summary:

Shiloh and Other Stories by Bobbie Ann Mason. ISBN 0813119480 This collection of short stories reveals the everyday life of everyday people in western Kentucky, with an emphasis on the perspective of rural women.


Title: Summaryb:

Short Cuts by Raymond Carver ISBN 0679748644 The nine stories and one poem gathered for this collection, when read together, form a "searing and indelible portrait" of . . . innocence and loss in everyday American life. When read separately, each provides the reader a chance to pause and reflect. This collection of Raymond Carver's works formed the basis for a Robert Altman film.

Summary Sources: a Recommended trade books for adult literacy programs: Annotated bibliography with teaching suggestions (Parts I and II). Compiled by Patricia Bloem and Nancy Padak for the Ohio Literacy Resource Council. b Blurbs from the book cover or the introductory pages of the book itself. c Sundance High School Catalog. (Current issue available from: Sundance Publishing, 234 Taylor Street, P. O. Box 1326, Littleton, MA 01460; phone: 800-343-8204; fax: 800-4562419; website: http://www.sundancepub.com/) d Common Reader Catalog. (Now out of business; formerly available at http://www.commonreader.com) e Novelist Database.


APPENDIX D: READABILITY ESTIMATES FOR APPROVED TEXTS FOR READ 070 AND 090 Fog Grade Levelª

Flesch Grade Levelª

Flesch Reading Easeª

FleschKincaid GLb

Sent per 100 Wordsª

Words per Sentb

Sent Cmplxb

Vocab Cmplxb

Sundance Catalogc

DRP Rdabild

--

--

--

--

--

--

--

--

--

54

5.5

3.7

81

4.2

14.7

6.8

8

10

6

51

Bleachers

--

--

--

--

--

--

--

--

--

47

The Body of Christopher Creed

--

--

--

--

--

--

--

--

7

51

A Child Called ―It‖

--

--

--

--

--

--

--

--

--

53

The Coldest Winter Ever

--

--

--

--

--

--

--

--

--

51

The Curious Incident of the Dog in the Night-Time

--

--

--

--

--

--

--

--

--

51

Early Autumn

--

--

--

--

--

--

--

--

--

46

Ender’s Game

--

--

--

--

--

--

--

--

--

51

Esperanza Rising+

--

--

--

--

--

--

--

--

--

51

Fallen Angels

--

--

--

--

--

--

--

--

--

47

The Farthest Shore

5.1

3

89

4.0

11.9

8.8

11

6

--

53

The First Part Last

--

--

--

--

--

--

--

--

--

49

47

--

--

--

--

--

--

--

--

--

51

Girl with a Pearl Earring

--

--

--

--

--

--

--

--

--

50

Haunted Mesa

--

--

--

--

--

--

--

--

--

48

4.8

2.8

91

5.9

11

14.7

35

4

7

48

In Country

--

--

--

--

--

--

--

--

8

49

Kit’s Wilderness

--

--

--

--

--

--

--

--

5.5

46

Look Me in the Eye

--

--

--

--

--

--

--

--

--

54

6.1

3.8

83

3.5

11.8

7.5

14

6

6

52

--

--

--

--

--

--

--

--

--

51

READ 070 At All Costs Ajeemah and His Son

The House on Mango Street

Lyddie Make Lemonade


Fog Grade Levelª



FleschKincaid GLb


Words per Sentb

Sent Cmplxb

Vocab Cmplxb

Sundance Catalogc

DRP Rdabild

Many Stones

--

--

--

--

--

--

--

--

--

50

Monster

--

--

--

--

--

--

--

--

7

--

Mudbound

--

--

--

--

--

--

--

--

--

52

The Necessary Beggar

--

--

--

--

--

--

--

--

--

51

5.2

3.2

86

4.5

13.2

10.8

21

9

6

51

--

--

--

--

--

--

--

--

4

46

Of Mice and Men

3.8

1.6

94

2.6

16.3

7.8

15

2

8

52

The Old Man and the Sea

5.1

2.6

93

5.1

10.8

14

34

5

8

50

One for the Money

--

--

--

--

--

--

--

--

--

48

Plainsong

--

--

--

--

--

--

--

--

--

49

Sackett’s Land

--

--

--

--

--

--

--

--

--

52

The Secret Life of Bees

--

--

--

--

--

--

--

--

--

52

Seedfolks

--

--

--

--

--

--

--

--

--

52

Single Mom

--

--

--

--

--

--

--

--

--

50

Skellig

--

--

--

--

--

--

--

--

--

46

Streams to the River, River to the Sea

--

--

--

--

--

--

--

--

--

47

True Believer

--

--

--

--

--

--

--

--

--

51

Walking Across Egypt

--

--

--

--

--

--

--

--

--

47

When the Emperor Was Divine

--

--

--

--

--

--

--

--

--

51

Where the Heart Is

--

--

--

--

--

--

--

--

9

52

6.2

3.9

81

4.5

12.6

8.0

16

7

8

58

--

--

--

--

--

--

--

--

--

69

Nightfather Nightjohn

READ 090 Anne Frank: Diary of a Young Girl The Audacity of Hope


Fog Grade Levelª



FleschKincaid GLb


Words per Sentb

Sent Cmplxb

Vocab Cmplxb

Sundance Catalogc

DRP Rdabild

The Blind Side

--

--

--

--

--

--

--

--

--

57

The Book of Ruth

--

--

--

--

--

--

--

--

--

52

The Circuit

--

--

--

--

--

--

--

--

6

53

Chang and Eng

--

--

--

--

--

--

--

--

--

55

Daughter of Fortune

--

--

--

--

--

--

--

--

--

62

Dreams from My Father

--

--

--

--

--

--

--

--

--

58

Eight Habits of the Heart

--

--

--

--

--

--

--

--

--

60

I Had Seen Castles

7

4.7

79

4.7

10

8.4

15

7

7

59

5.4

3.4

87

4

10.8

8.2

19

4

7

57

--

--

--

--

--

--

--

--

9

57

In Cold Blood

6.4

4.3

78

5.6

13.3

10.9

15

14

--

62

Into Thin Air

--

--

--

--

--

--

--

--

7

66

6.5

4.0

79

6.6

14.1

10.8

18

4

--

53

--

--

--

--

--

--

--

--

9

53

The Killer Angels

4.7

2.6

88

4.7

15.4

9.8

14

8

8

52

The Kite Runner

--

--

--

--

--

--

--

--

--

51

Love Medicine

6.3

4.1

80

6.2

12.4

12.5

26

11

9

51

Marley and Me

--

--

--

--

--

--

--

--

--

59

Montana, 1948

--

--

--

--

--

--

--

--

--

55

5.6

3.8

84

6.4

11.3

14.2

44

9

8

56**

A Painted House

--

--

--

--

--

--

--

--

--

53

Peace Like a River

--

--

--

--

--

--

--

--

--

55

5.8

3.8

83

4.1

11.5

7.6

15

6

--

54

--

--

--

--

--

--

--

--

9

61

I Heard the Owl Call My Name I Know Why the Caged Bird Sings

Jasmine The Joy Luck Club

The Natural**

Princess Bride: A Hot Fairy Tale Snow Falling on Cedars


Fog Grade Levelª



FleschKincaid GLb


Words per Sentb

Sent Cmplxb

Vocab Cmplxb

Sundance Catalogc

DRP Rdabild

To Kill a Mockingbird

6.2

4.2

79

4.9

12.3

7.9

18

9

10

54

Tuesdays with Morrie

--

--

--

--

--

--

--

--

7

53

Two Old Women**

--

--

--

--

--

--

--

--

--

60**

5.7

4.1

78

5.8

14.1

11

24

10

6

58

--

--

--

--

--

--

--

--

--

52

6.0

3.7

85

7.3

11.0

16.2

44

9

--

55

--

--

--

--

--

--

--

--

--

53

Walkabout Water for Elephants Winterdance Woman at Point Zero

Short Story and Essay Collections for READ 070 and 090 Father Water, Mother Woods

6.4

4.2

85

4.5

9.2

9.1

18

2

7

60

Shiloh and Other Stories

5.1

3.1

85

3.4

14.0

7.0

11

7

--

51

Short Cuts

4.5

2.6

89

4.4

13.8

10.1

26

6

--

52

Newsweek

--

--

--

--

--

--

--

--

--

64

U.S. News and World Report

--

--

--

--

--

--

--

--

--

68

Approved News Magazines

ª As determined by Readability Calculations software. b As determined by Grammatik function of WordPerfect 8.0 software. c Reading (grade) levels listed by the Sundance High School Catalog. d DRP readability value as determined by DRP BookLink database or by DRP Readability Analysis Service. ** Variability of DRP Readability high among samples analyzed for this text.


APPENDIX E: READ 091 COURSE PACKET TABLE OF CONTENTS FOR SPRING 2010 SELECTION LENGTH*

AUTHOR

TITLE

Perspectives on Values and Behaviors A

1

Unknown

The Difference Between Winners and Whiners

B

2

Manzl

Feeding on Fast Food and False Values

C

6

Unknown

How College is Different Than High School

D

9

Fowles

Advertising’s Fifteen Basic Appeals

Perspectives on Reading and Learning E

10

Adler & Van Doren The Activity and Art of Reading; The Levels of Reading

F

4

Perry & Dawson

What’s Your Best Time of Day?

G

1

Reese

Pick Out the Facts, Inferences, Judgments

H

4

Knutson

The Sure Thing

I

3

Rosenblatt

The Invisible Reader

J

3

Wolff

Powder

K

1

Zipes

The Hawk and the Pigeons

L

3

Lubbers

Early

M

4

Kern

Bird

N

3

Gozzi

Is Television a ―Text‖?

O

6

Graham

Whipsmart: Tricks of the Trade for Better Grades

P

7

Willingham

Allocating Student Study Time

Q

13

Hjortshoj

Reading: How to Stay on Top of It

Supplemental Readings R

2

Freedman

Why I Don’t Read Books Much Anymore

S

2

Byrne

If You Love a Book, Abuse It

T

4

Kantrowitz

Off To a Good Start

U

5

McGinn

Maxed Out!

V

3

Ellis

Reading with Children Underfoot

W

8

Armstrong

Getting More From What You Read

X

3

Cheuse

One More Time

Y

2

Lessing

Love of Reading

Z

9

Wright

The Library Card

AA

4

Consumer Reports

Most & Least Reliable Brands

Textbook Chapters BB 33 Wood and Wood Memory Length of article in packet pages. Pages are identified using selection letter and selection page number (i.e., J-2 is the 2nd page in Selection J, "Powder "). Your instructor will be referencing pages using packet page numbers. *

(Please note: Any reading not required by your instructor can be read as part of your Reading Log assignment.)


APPENDIX F: READ 101 COURSE PACKET TABLE OF CONTENTS FOR SPRING 2010 SELECTION LENGTH*

AUTHOR

TITLE

Textbook Chapters A

31

Wood and Wood

Health and Stress

B

28

Andersen and Taylor

Culture

C

16

Enger and Smith

Energy and Civilization: Patterns of Consumption

Length of article in packet pages. Pages are identified using selection letter and selection page number (i.e., B-4 is the 4th page in Selection B, "Culture "). Your instructor will be referencing pages using packet page numbers. *


APPENDIX G: ARE MODEL AND BDA FRAMEWORK


The Stages of A Reading Event: BDA’s (Illustrated with Suggestions for Reading An Expository Text for an Academic Reading Task)

Before Reading . . .

During Reading . . .

After Reading . . .

Activate prior knowledge as you gain an idea about text structure and content.

Concentrate and thoughtfully mark your text in predetermined pieces.

Study. Record the information you will need to learn. Recite this information out loud.



Read the title of the text, and think about what you already know about the topic.



Before beginning to read, set a goal for how much you will complete.



Read the headings and subheadings or the text outline, if one is included. Try to envision the organization of your text. As you organize the information, continue to use the knowledge you already possess. This will help you think critically about your reading.



Read and mark the text one section at a time by isolating key concepts and supporting ideas. Also note examples in the text’s margin







Think about what might be difficult and what might be easy about learning the information in your text. Use this information to set learning and studying goals. Begin to formulate possible questions about key concepts that you might need to remember for the test. Ask yourself, “Do I have a clear idea of what this text is about?”



Isolate important information by constructing tools to facilitate rehearsal strategies such as maps, charts, and concept cards.



Reread your text only to locate information that is unclear or that requires additional information.



Formulate more specific test questions as you become more familiar with the material.



Talk through the important information by covering up the answers to your test questions. Check to see if you are correct.



Ask yourself, “Do I know this information well enough to score well on the test?”



Think about ideas, not just words.



Continue to think about how text information could be asked as test questions.



Read actively and aggressively, with the intention of getting answers and remembering important information.

Review. Recite the information you have already learned to keep it in longterm memory. Practice! 

Reduce your rehearsal strategies each time you review. Use only a note card with major points listed one or two days prior to the test

Ask yourself, “Am I understanding the information in this text? What is confusing to me?”



Make sure you can talk through supporting details and examples supporting the main points.



Distribute practice over several days. DO NOT CRAM!



Try to predict more accurate test questions.



Ask yourself, “Specifically, what information do I know very well? What information do I not know as well?”



After Studying . . .

Adapted slightly from: Nist, S. L., & Diehl, W. (1998). Developing textbook thinking (4th ed., pp. 153-154). Boston: Houghton Mifflin


APPENDIX H: INDEPENDENT READING GRADING SCALE AND PERSONAL PROGRESS CHART (LAB ONLY) Grading Scale (Minutes Per Week) Week

Personal Progress Chart

Date

Weekly Total*

Cumulative Total

Week

F

C

B

A

1

0-99

100-124

125-149

150-175

1

2

0-199

200-249

250-299

300-350

2

3

0-299

300-374

375-449

450-525

3

4

0-399

400-499

500-599

600-700

4

5

0-499

500-624

625-749

750-875

5

6

0-599

600-749

750-899

900-1050

6

7

0-699

700-874

875-1049

1050-1225

7

8

0-799

800-999

1000-1199

1200-1400

8

9

0-899

900-1124

1125-1349

1350-1575

9

10

0-999

1000-1249

1250-1499

1500-1750

10

11

0-1099

1100-1374

1375-1649

1650-1925

11

12

0-1199

1200-1499

1500-1799

1800-2100

12

13

0-1299

1300-1624

1625-1949

1950-2275

13

14

0-1399

1400-1749

1750-2099

2100-2450

14

15

0-1499

1500-1874

1875-2249

2250-2625

15

16

0-1599

1600-1999

2000-2399

2400-2800

16

* Students completing fewer than 100 minutes of Independent Reading in a week will receive 0 minutes’ credit for that week.

Independent Reading Guidelines If your range for Excellent Reading is:  RED or GREEN, Independent Reading may be completed in RED books.  BLUE, Independent Reading may be completed in RED or GREEN books.  LIME, Independent Reading may be completed in RED, GREEN, or BLUE books.  PURPLE or YELLOW or ORANGE, Independent Reading may be completed in ANY book (fiction or nonfiction; a novel or a disciplinary textbook) of your choice. This includes the course packet and other materials used in the lecture portion of this course.

Basis for Independent Reading Grading Scale Independent Reading Minutes Per Day Per 5-Day Week a

C

B

A

20a-24

25-29

30-35

100-124 125-149 150-175

Read Right recommended daily minimum
