Compass Readers Teacher's Guide Mj

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Compass Graded ReadersTeacher’s Guide

MyMystesteryry ReadersKatie and TCKen MetholdLEVELUpper Intermediate10 Books20 MysteriesKatie Anderson, 11, and TC Wang, 10, aren’t your typical elementary schoolstudents from a quiet seaside community. When there’s a crime, mystery,or situation that needs solving, it’s their detective agency that everyoneknows to call. Join Katie and TC as they use clever detective work andforensic science to solve mysteries and donate their earnings to charity.This captivating series gives young learners suspects, clues, and importantpieces of information that will make them feel like they are mystery solversthemselves!Features: Engaging mystery stories written for intermediate EFL learners 10-book series with two original mystery stories per book Illustrated with original artwork showing scenes from the stories Realistic, appropriate, and exciting situations that students will enjoy Subject matter includes forensic science, technology, and morebut there’s no way he did it.”“How do you know that?” TC asked.“Because he can’t get out of the garden. He’swearing an electronic collar.”The children could see that Dougal’s collar had asmall metal object attached to it.“When Dougal gets too close to the fence, thecollar buzzes to warn him not to go any closer to it.”“Ah!” Katie said. “You have an electric fence. SomeCharactersKatieTCdoor. The dog walked happily beside them. Almost assoon as they rang the bell, the door was opened by anold man with thick gray hair.“You’ve met Dougal, my dog,” Mr. Bradshaw said.“He’s the friendliest, most gentle dog in the world.”Katie said, “I’m sure he’s not the problem.”The old man smiled. “You’re quick, young lady.Someone thinks he has been stealing their chickens,78

TABLE OF CONTENTS1. INTRODUCTION2 WHY CHOOSE COMPASS GRADED READERS? FEATURES & SUPPLEMENTAL MATERIALS LEVEL CHARTS2. GRADED READERS INTRODUCTION7 WHAT ARE GRADED READERS? & WHY USE GRADED READERS? HOW TO USE GRADED READERS & SETTING UP A COURSE CHOOSING THE CORRECT READERS & STUDENT / TEACHER ROLES HOW GRADED READERS WORK3. INTENSIVE READING COURSE16 WHAT IS INTENSIVE READING? & WARM-UP PRE-READING & DURING READING POST-READING & RE-TELLING THE STORY IR ACTIVITY SUGGESTIONS4. EXTENSIVE READING COURSE26 WHAT IS EXTENSIVE READING? & SUSTAINED SILENT READING SELECTING A READER & VOCABULARY ACQUISITION PERSONAL LOGS & BOOK REPORTS ER ACTIVITY SUGGESTIONS5. ACTIVITIES, SUGGESTIONS, & TEACHING TIPS GENERAL ACTIVITIES & MONITORING PROGRESS INCORPORATING SUPPLEMENTS & COMPASS RESOURCES PROJECTS36

2INTRODUCTIONWHY CHOOSE COMPASS GRADED READERS?1. Compass offers a wide range of award-winning series designed to provide Englishlanguage learners enjoyable reading practice with famous, interesting stories fromaround the world. English-language learners will enjoy developing their vocabulary,grammar application, reading fluency, and overall confidence.2. Language-learning literature from Compass has been carefully leveled using a calculatedand measured approach. This approach ensures that students make progress bychoosing appropriate and fun books that are designed to help them improve. All of thetitles across the different series can be used in both intensive reading programs andextensive reading programs. They can also be augmented for use with individualstudents or in more traditional classroom settings.3. We hope that this Compass Graded Readers Teacher’s Guide will help teachers tobetter understand graded readers and assist with the setup of effective courses. Thisguide will equip teachers with organized and insightful activities, information,resources, suggestions, and tips, to help keep students motivated and ensure realprogress.

INTRODUCTIONFEATURESSounds Great Readers 5-level series that can be used in conjunction with the Sounds Great phonics seriesFour 16-page stories per reader related to the content and skills developed in Sounds GreatHighlighted key sounds for emphasis and easy recognition of phonicsFull-color illustrations to help guide early readersA word list with pictures to promote vocabulary expansionFree downloadable materials available online, including audio recordings of each story,assessment, and moreYoung Learners Classic Readers & Compass Classic Readers A short introduction for familiarizationA picture gallery of charactersAppropriately leveled, well-known children’s tales covering 6 levelsFull-color illustrations to provoke thought and heighten interest(excluding levels 5 & 6 of CCR)Highlighted dialog for easy recognition of spoken languageA short playletA word list with pictures to promote vocabulary expansionAudio recordings to help with listening skillsA great source for children to travel the world of the storiesCompass Readers 7 levels covering both fiction and non-fiction titlesSubject matter covering nature, social studies, science & technology,history, and biographyEach reader fully illustrated with pleasing artwork or full-color photographsText measured specifically for emerging readers using an industry-standard leveling toolGlossary with pictures and short definitions to help with the understanding of new wordsAudio recordings to help with listening skillsA great source for children to travel the world of the stories and learn about the real word3

INTRODUCTION4SUPPLEMENTAL MATERIALSWorkbook for each story: Comprehension practice Vocabulary and reading skills development Book reports(excluding CR and SGR)Free downloadable online materials: MP3 files Workbook answer keys Additional information for teachers, including story summaries, backgrounds,and themesAdditional Internet resources: p http://mreader.org/Available DownloadsTeacher'sGuide WorkbookW kb k

INTRODUCTIONCOMPASS GRADED READERS VOCABULARY LEVEL CHARTReading StageVocabularyWord Count(per reader)Base ListNew WordsCompass SeriesTitle & LevelLower Emergent30 1008 16SGR1 2Lower Emergent20020016 24SGR3 5 / CR1YLCR1 / CR2Emergent30045024 32Upper Emergent50050024 32YLCR2 / CR3Beginner80065032 40YLCR3 / CR4Upper Beginner1,20080032 40YLCR4 / CR5Intermediate1,7001,00040 48YLCR5 / CR6Upper IntermediateAdvancedFluent2,5001,20040 48YLCR6/CCR1/CR74,5001,50048 56CCR18,5002,00048 56CCR212,5002,50048 56CCR319,0003,00056 64CCR426,0003,50056 64CCR535,0004,00064 CCR6SGR Sounds Great ReadersCR Compass ReadersYLCR Young Learners Classic ReadersCCR Compass Classic ReadersThis chart shows a breakdown of how the vocabulary words are organized across Compass’sdifferent graded reader series. These figures should help teachers to get a general idea of thevolume of vocabulary their students will acquire as they work through the series.Reading Stage describes the general reading level of the learner.Word Count (per reader) is the maximum number of words the students will encounterin each level of each series.Base List (sometimes called the “family word list”) is a basket of words that have beendeemed appropriate for the students at that particular reading level. Each increase in levelleads to an increase in total base words.New Words are the number of new or unfamiliar vocabulary words students can expect tofocus on in each book. There is a “new words” list in the back of each book to give the exactnumber for each title.Compass Series Title & Level shows how each different Compass graded reading seriesfits into the vocabulary parameters.5

6INTRODUCTIONCOMPASS GRADED READERS SENTENCE LEVEL CHARTReading StageSentenceLexile LevelFK LevelCEFRCompass SeriesTitle & LevelAvg. SentenceLengthLower EmergentBR 1990 1.4Below A1SGR1 2 / CR14 words or lessEmergent200 2991.5 1.9A1SGR3 5 / CR24 words or lessUpper Emergent300 4992.0 2.4A1CR3 / YLCR1 2 / CCR14 6 wordsBeginner500 5992.5 2.9A1CR4 / YLCR3 / CCR25 7 wordsUpper Beginner600 6993.0 3.4A2CR5 / YLCR4 / CCR35 7 wordsUpper Intermediate700 7993.5 3.9B1CR6 / YLCR5 / CCR47 9 wordsAdvanced800 8994.0 4.4B2CR7 / YLCR6 / CCR57 9 wordsFluent900 4.5 B2CCR69 words This chart shows a breakdown of how the difficulty and length of sentences are organizedacross Compass’s different graded reader series. These figures should help teachers to get ageneral idea of the length, complexity, and difficulty of the texts that their students will takeon as they work through the series.Reading Stage describes the general reading level of the learner.Lexile Level is a patented scientific measurement for students and teachers to betterunderstand how well a student can read and comprehend a specific text. Students simplymatch their level number with books that are of the same level, and they should be able tounderstand roughly 75% or more of the text. For more information please visit: w/CEFR (Common European Framework of Reference) is a guideline used to describeachievements of learners of foreign languages across Europe and increasingly in nonEuropean countries around the world. Improvement in levels (A, B, C) is essentially basedon the time spent studying a foreign language, ability to proficiently and practically controlthe language, and other measured factors. For more information please visit: http://www.coe.int/t/dg4/linguistic/cadre1 en.aspCompass Series Title & Level shows how each different Compass graded reader seriesfits into the sentence parameters.Average Sentence Length is a general estimate of the average number of words studentscan expect to encounter per sentence in a particular level.

GRADED READERS INTRODUCTIONWHAT ARE GRADED READERS?Reading is a major way in which learners of English as a foreign or second language cangain input at the right level. The books which are typically used in different types of readingcourses are called graded readers. Graded readers are reading books that are systematicallyand carefully made to meet the specific needs of EFL and ESL students. They are organizedinto different grades, or levels, of difficulty to help measure and promote the linguisticprogress of each student. Globally, in the last decade, there has been a massive increasein the number of education boards, government programs, and schools that have focusedon helping students learn English with graded reading programs. There are internationalassociations and conferences dedicated to the advancement of graded reading programs.Most importantly, millions of students and teachers are using graded readers across theglobe, and that number is only increasing. Why? Because they work effectively!Graded readers are specifically written, or adapted, within a controlled vocabulary level andgrammatical syllabus at various levels of difficulty. They can be fiction or non-fiction, foryoung learners or college students, and they are all designed to keep students interested andmotivated. Every major ELT publisher has at least one graded reader scheme which consistsof several vocabulary levels with several books at each level. Typically, levels start at aroundthree hundred words, which means that learners who only know about three hundred wordsof English can begin reading without facing too much unknown vocabulary. Because theyuse vocabulary that is carefully controlled, graded readers are a tremendous resource forlearners of English. Furthermore, grammar that is encountered and practiced in the contextof a story helps students to learn and use it in a more meaningful and cohesive way.Quantitative Measures: Lexile range HeadwordsQualitative Measures: Content topics and themes Design7

8GRADED READERS INTRODUCTIONWHY USE GRADED READERS?Until a few years ago, many teachers believed that the only way to teach reading was byworking intensively with short difficult texts, sentence by sentence, word by word, andthrough translating texts when necessary. This tradition still continues in many institutionsaround the world and does have its uses. However, many educators began to realize thatthis approach only helped students to build their knowledge about English, not to actuallyread better in English.Graded readers help students to learn how to read confidently, fluently, and quickly.Reading fluently is a skill that must be learned and practiced to quickly and confidentlyprocess text for its meaning, not just as a language exercise. Developing the ability to readfluently will not only help students to learn and use English as a foreign or second language,it will help them to do better on tests and in other real-life situations that require reading.Graded readers should be a part of any EFL or ESL student’s syllabus because they allowstudents to effectively apply what they learn in a meaningful way. By using graded readersstudents can learn vocabulary in the context of a story. Similarly, they more effectivelylearn grammar and cohesion as they are applied in the content of a story. Rather thanjust arbitrarily learning a vocabulary list and a grammar construct, students learn newvocabulary and grammar by seeing how they are applied in an interesting story withcharacters, a plot, a setting, illustrations, and more.There are three types of reading that should be included in a class that uses graded readers.One is intensive reading, which involves reading texts slowly and carefully. The othertwo types of reading are extensive reading and readingding for fluency, whichinvolve reading and understanding a lot of texts inn a short period oftime. While extensive courses and fluency courseses aredifferent, for the purposes of this teacher’s guidedethey will effectively be treated as the same parttof a reading course, while noting the importanttdistinctions between them.

GRADED READERS INTRODUCTION9HOW TO USE GRADED READERSThe first step to using graded readers is figuring out which proficiency level each individualstudent has reached. Ideally, teachers should know the approximate vocabulary size of theirstudents, and the students should also know their own vocabulary size. If you join Compass’sonline extensive reading program at www.reading-oceans.com, your students can take alevel test specifically designed by Compass for our graded readers. If not, you can also find abasic vocabulary leveling test at http://www.lextutor.ca/tests/levels/recognition/1 14k/or download the monolingual test or a bilingual version at www.victoria.ac.nz/ After yourstudents take one of these tests, you can match their vocabulary size to the appropriate gradedreader level provided by Compass. If for some reason none of these tests are available, youcan simply give a graded reader to each student to read. If they understand almost everything,then it should be suitable for their level.The next step is setting up a course and a syllabus. While doing this you should considerwhether you are teaching in an individual or classroom setting. As a teacher, you can adjustthe syllabus based on your specific circumstances and the needs of the students. Generally,a syllabus should be organized as follows:KINDS OF READINGTYPES OF TEXTS% OF TIME USED IN THEREADING COURSE% OF TIME USED IN THEWHOLE ENGLISH COURSEIntensiveShort, slightly difficult25% 6%ExtensiveMany long interestingtexts with only a fewunfamiliar words50% 13%FluencyVery easy extensivereading texts coupledwith comprehensionquestions25% 6%

GRADED READERS INTRODUCTION10SETTING UP A COURSEAfter figuring out the level of your learners and creating a syllabus, the next thing youmust have is a large library organized by level. If you do not have an extensive collectionof readers, you will not be able to effectively achieve the full potential of a graded readingcourse. Maximize the students’ knowledge of how the library is organized and involvethem in maintaining it. Once your library is ready, consider the following tips while settingup your course: Avoid the OVERUSE of dictionariesSome use of dictionaries is expected with intensive reading courses as these coursesare intentionally designed to be more meaning-input based and difficult. However,dictionary use should eventually taper off. Dictionaries should be used very sparingly(or not at all) in extensive reading and fluency sivereadingSpeed-readingpractice(too hard, poorcomprehension,high effort,de-motivating)(Instructionallevel, canlearn new wordsand grammar)(fast, fluent,adequatecomprehension,enjoyable)(very fast,fluent, highcomprehension,natural reading,enjoyable)90%98%100%% of known vocabularyReading speedComprehensionHighHigh Avoid the OVERUSE of testsAs we all know, tests and comprehension worksheets can be an excellent measuringstick for how much or little students understand. However, the point of an extensivereading course is to develop reading skills, not pass tests. If you use tests, try to use themsparingly and attempt to minimize their importance to the students. DO start out SLOWLYAlthough there’s sure to be variation in the reading proficiency and progress of eachstudent in every classroom, ensuring that each student starts off with a confident attitudeand clear understanding of what to do is a cornerstone of any effective graded reader course.In the beginning, the teacher should choose the easiest and most fun book possible, one thateven the lowest-level student can understand. Read together and show the students how youwant the course to go. Explain to them that there will be a reading time from now on and thatthey should listen to the directions from the teacher so that they know what to do.

GRADED READERS INTRODUCTION11CHOOSING THE CORRECT READERSAfter finding out the levels of your students, creating a syllabus, and setting up a course, it’stime to get started! There’s one more very important thing every teacher must constantlybe sure of, which is that students choose the correct readers. First and foremost, they mustchoose readers that are appropriate for their level, which is why it’s important for studentsto know their levels. However, they must be interested in the book as well.It’s important to help students develop habits and techniques for choosing the correctreader. Depending on the type of course there are different guidelines, which will beexplained later. For now, it’s important to understand the difference between what willhappen if students select the correct readers as opposed to what will happen if studentsselect the wrong reader. Students who choose the wrong readers likely will not understandthem well because they’re either too hard or not interesting enough, and these studentswill become “weak readers.” But students who choose the correct readers are likely tounderstand them well and feel motivated because they are learning and interested.The vicious circle of theweak readerThe virtuous circle of thegood greadsmoreenjoysreadingThe number-one thing to keep in mind with graded readers is that students should bemotivated by the pleasure they feel through the progress they make from the books theyread. In short, they should feel like they are reading for pleasure.

12GRADED READERS INTRODUCTIONSTUDENT’S & TEACHER’S ROLESStudents who get pleasure from reading will also enjoy applying what they learn and thuswill continue to improve. Therefore, it is essential that students get, and remain, motivatedto read. They should also share their reading experiences with others, monitor their ownprogress, and follow the guidelines set up by the teacher. One useful thing which can assistwith self-motivation, discipline, and monitoring progress is having students set a reasonableeducational goal for themselves. It could be reaching a new level, reading a certain numberof books, or learning a certain number of new words.The teacher’s job is to encourage, motivate, and help monitor the progress of each student.This end will be more easily achieved if the course is set up in a careful, organized, and easyto

Compass Series Title & Level shows how each diff erent Compass graded reader series fi ts into the sentence parameters. Average Sentence Length is a general estimate of the average number of words students can expect to encounter per sentence in a particular level. Sentence Reading Stage Lexile Level FK Level CEFR Compass Series Title & Level

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