CLDE 5820 Reading Response & Linguistic Cognitive Demand Assignment

There are three parts to this assignment so please make sure to complete all three sections.

PART 1 Choice Reading Response

Title of article:
Tesauro de los buenos lectores.

Three main take aways/questions/comments:

 It is an article/ reading where the main goal is to learn techniques of reading order to develop your reading skills.
 It is easy to apply with students of all grades, because the reading is easy to understand but also because the teacher can
create examples of types or readings during the reading of this article.
 The article is spanish, but it can apply to English speakers, the article can be easily translated to English and the content
will remain being meaningful.

Part II. RUBRIC FOR EVALUATING MATER IALS/Activities FOR EMERGING BILINGUALS

Select a text or activity that you use in your classroom. Make sure there is enough language to make this assignment worthwhile. . This
rubric was developed to assist teachers in planning instruction to meet the needs of Emerging Bilinguals. As you decide how you will
deliver the curriculum, you can use it to assess activities/texts and match them to your time allocations and planning demands . For
example, an activity that is rated as 1 or 2 in most criteria will usually need the less additional teacher preparation than those rated as
mostly 2s and 3s. The rubric can also help to determine the appropriateness of particular activities and materials for use with emerging
bilinguals. While in some cases Level 3 activities might be inappropriate for beginning students in preproduction stage, they are
precisely the kinds of activities that will move students forward in their academic and linguistic development.

SA MPLE FORM TO SUMMARIZ E YOUR RATINGS AND COMMENTS REGARDING THE TEXT/TASK.

Criteria 1 2 3 EVIDENCE/Examples
Background X The text is mainly about different ways to read and understand a text so basically, the
Knowledge / Cultural student would recognize some techniques learned before or that unconsciously he or she
Schema applies when they read. Example, highlight text, underline, glossary, etc.

Rubric developed under the auspices of the Bilingual ESL Network (BEN) at the University of Colorado at Denver 9-01 Revised 4 -06;
Mahon revision for CLDE 4820, 8/2017
Language: Vocabulary X The text has basic vocabulary, it is not very technical, and it emphasizes in examples and
Level explanations making easy the understanding

Language: Sentence Level X It is a 10 pages long article which is divided by techniques of reading, that means the
sentences or paragraphs are not too long and they do not have difficult ideas. |

Language: Discourse Level Text is segmented in small chapters which explain each reading technique, provide context
X and examples of use. Understanding the meaning and order is not going to be a problem for
students
Higher Order Thinking X Students will need to know to read but it also will require some critical thinking to
Demands recognize their own reading type and then understand the others types you can use. For
' example, the student knows how to underline a text but with the text, it will understand how
to create a glossary of wors and that requires more complex thinking than underlining.

Reading Demands X If it is true the text does not include images or diagrams, it provides clear contexts of use
and also use metaphors to explain in a different way why this different way of reading is
helpful and how each reading style matches with specific type of people.

Language Production X This article is designed to work with reading – writing productions, it is easy for students to
Demands use the text itself to build up an essay, or resume, or summary or any other writing
assignment., the text itself will provide some help in how to do those tasks as writing is
technically part of reading.

Use this TEXT & TASK ANALYSIS RUBR IC to eva luate materials/activities:

Criteria 1 2 3
Students have a large Students have some idea of the Students' prior knowledge
Background background on the subject subject but there are gaps in the & cultural schema for
Knowledge/ based on prior knowledge knowledge base. There is less activity is negligible. Many
Cultural and/or personal and cultural connection to personal and connections and schema
Schema experiences. cultural experiences. must be built.

Rubric developed under the auspices of the Bilingual ESL Network (BEN) at the University of Colorado at Denver 9-01 Revised 4 -06;
Mahon revision for CLDE 4820, 8/2017
 New content, abstract ideas,
Language: Requires little vocabulary Specific and some content-area words with shades of
Vocabulary development. Familiar language. Extension of a meaning. Requires extensive
Level content, concrete ideas - familiar topic. Requires some vocabulary development (ie.
easy to represent through vocabulary development. sheltering, pictures, multiple
pictures. exposures)
Complex sentences and
Language: Simple sentences. Common Simple sentences with some complicated English language
Sentence social and instructional complexity. Some structures structures needed to
Level patterns. Language most which students do not yet successfully participate in the
children control. control independently activity.

Language: Multiple related simple Connected discourse with a Rich extended discourse with
Discourse ideas. Text organization is series of extended sentences complex sentences, organization
Level easy to see and explicit. For and ideas; more complex text not explicitly highlighted; there
example, a sequence passage structures (effect; argument and may be a mix of text structures
with bolded transition words rebuttal) that are not overly (compare/contrast & cause/effect)
(First, next, last …). obvious to all readers. and shifting points of view. This is
dense text!

Demand for Requires limited to no high- Requires some high-order Requires higher-order
Higher Order order thinking - literal, recall thinking - inferring thinking skills - Synthesis
Thinking

Activity involves limited Requires moderate amounts of Requires extensive reading of

Demand for amounts of reading with reading of text with some text without context clues
reading t e x t familiar content and many context clues through visuals
context clues, pictures, or diagrams
visuals, diagrams , etc.
Activity requires students to The activity requires the The activity requires a high
Demand for mostly listen with little student to produce dialogue level of productive responses
language speaking. Can indicate that makes sense and read and to reading tasks including
production comprehens ion through write simple text. extensive speaking and
gestures, pictures, etc. writing.

Rubric developed under the auspices of the Bilingual ESL Network (BEN) at the University of Colorado at Denver 9-01 Revised 4 -06;
Mahon revision for CLDE 4820, 8/2017
PART III: TEACHING APPLICATIONS

What supports/scaffold would you recommend to make this text/task beneficial for multilingual learners at different English proficiency
levels? Especially consider how a student’s home language and culture might be sustained with your recommendations. Consider the
following three levels:

The article is very useful to teach spanish speakers (1st language or 2nd language) how to analyze a text and how to highlight important
information in more than 40 different ways, at the same time they apply one of those techniques to read the article. It is written as an Essay
and content a lot of examples, which makes easy to students to understand the meaning. Also, for non-spanish speakers, the text can be
easily translated by the teacher.

Beginning English / Spanish proficiency: It will work with beginners´ learners because that will let them learn how to interpretate a
text and some easy ways to develop critical thinking and summary in a reading.

Intermediate English / Spanish proficiency: It is a good tool to analyze the technique students have when they read and then show
them other options a little bit more advanced in how a reading can be academically done. It has easy reading techniques but also
advanced ones, students can just adapt their level to a technique and then write articles or essays in base a text.

Advanced English proficiency/ bilingual: this text is a pre-academic tool that allows students to challenge their reading
understanding through techniques of classification of information or summarizing. The teacher can choose which of all techniques
in the reading the students have to use and then make them write a text or article according to what they read. Students can do this
in their second language as an academic assignment.

Rubric developed under the auspices of the Bilingual ESL Network (BEN) at the University of Colorado at Denver 9-01 Revised 4 -06;
Mahon revision for CLDE 4820, 8/2017