ReadingTown

Reading

리딩타운의 Reading 프로그램은 학생들의 리딩레벨을 극대화 할 수 있는 리딩스킬을 기초단계부터 차근차근 쌓을 수 있도록 효과적인 교육방법을 제시합니다. 모든 레벨에 학생들이 각자의 레벨에서 반드시 필요한 학습목표를 위해 가장 쉬운 레벨로는 파닉스부터 오리지날 고전 책 읽기까지 다양한 Reading 프로그램을 제공하고 있습니다.

ReadingTown Approach

자기 학년 이상의 리딩레벨을 가진 학생이 리딩타운의 레벨테스트인 E-Scan을 통해 배정된 레벨의 책을 첫 12세션동안 잘 이해하고 E-Learning Gate 시험을 패스하게 되면 좀 더 상향조정된 레벨의 책을 배정함으로 Common Core에서 제시하는 기준에 맞춥니다.
리딩타운에서는 Common Core에서 제안하는 픽션과 넌픽션의 비율에 맞추어 다양한 장르의 텍스트를 읽고 이해하는 훈련을 합니다. 4학년까지는 픽션과 넌픽션의 비율이 50:50이고, 8학년까지는 45:55, 그리고 12학년까지는 30:70의 비율로 구성되어 있습니다.
리딩타운에서는 학생들이 매 세션마다 픽션과 넌픽션의 책을 한 권씩 빌려가도록 권장하고 있으며 리딩타운의 e-book인 NextBuk에서는 넌픽션의 비율을 높혔습니다.
리딩타운에서는 센터에 있는 책 이외에도 온라인으로 읽을 수 있는 e-book을 제공함으로 학생들이 다양한 장르의 책을 접할 수 있도록 했습니다.
리딩타운에서는 Common Core 기준에 맞추어 아래와 같은 새로운 커리큘럼을 추가했습니다.
- (1)Nonfiction Reading: 정보 중심의 텍스트를 중점적으로 읽는 수업
- (2)Speed Reading: 읽기의 유창성 훈련을 통해 읽기 속도의 향상을 위한 수업
- (3)Vast Reading: 다양한 장르의 책을 다독하는 훈련을 위한 수업
- (3)Reading Drill: 공인 시험에서 높은 성적을 위한 훈련을 위한 수업
리딩타운에서는 학생들이 자기 학년 수준 이상의 단어와 다양한 분야의 단어에 대한 뜻 이상의 활용 능력, 예를 들어 단어의 어근, 접사, 활용 방법, 다양한 의미, 뉘앙스와 같이 온전히 단어를 활용해서 작문까지 활용할 수 있는 깊이까지 학습할 수 있도록 다양한 단어 학습 프로그램을 제공합니다.

Introduction

To build a foundation for college and career readiness, students must read widely and deeply from among a broad range of high-quality, increasingly challenging literary and informational texts. Through extensive reading of stories, dramas, poems, and myths from diverse cultures and different time periods, students gain literary and cultural knowledge as well as familiarity with various text structures and elements. By reading texts in history/social studies, science, and other disciplines, students build a foundation of knowledge in these fields that will also give them the background to be better readers in all content areas. Students can only gain this foundation when the curriculum is intentionally and coherently structured to develop rich content knowledge within and across grades. Students also acquire the habits of reading independently and closely, which are essential to their future success.

They must also be able to determine or clarify the meaning of grade-appropriate words encountered through listening, reading, and media use; come to appreciate that words have nonliteral meanings, shadings of meaning, and relationships to other words; and expand their vocabulary in the course of studying content.

Standards

Through reading a diverse array of classic and contemporary literature as well as challenging informational texts in a range of subjects, students are expected to build knowledge, gain insights, explore possibilities, and broaden their perspective.

The standards establish a "staircase" of increasing complexity in what students must be able to read so that all students are ready for the demands of college- and career-level reading no later than the end of high school. The standards also require the progressive development of reading comprehension so that students advancing through the grades are able to gain more from whatever they read.

The standards mandate certain critical types of content for all students, including classic myths and stories from around the world, foundational U.S. documents, seminal works of American literature, and the writings of Shakespeare.

Whatever they are reading, students must also show a steadily growing ability to discern more from and make fuller use of text, including making an increasing number of connections among ideas and between texts, considering a wider range of textual evidence, and becoming more sensitive to inconsistencies, ambiguities, and poor reasoning in texts.

Key Ideas and Details

Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Determine central ideas or themes of a text and analyze their development; summarize the key supporting details and ideas.
Analyze how and why individuals, events, and ideas develop and interact over the course of a text.

Craft and Structure

Interpret words and phrases as they are used in a text, including determining technical, connotative, and figurative meanings, and analyze how specific word choices shape meaning or tone.
Analyze the structure of texts, including how specific sentences, paragraphs, and larger portions of the text (e.g.,_a section, chapter, scene, stanza) relate to each other and the whole.
Assess how point of view or purpose shapes the content and style of a text.

Integration of Knowledge and Ideas

Integrate and evaluate content presented in diverse media and formats, including visually and quantitatively, as well as in words.
Delineate and evaluate the argument and specific claims in a text, including the validity of the reasoning as well as the relevance and sufficiency of the evidence.
Analyze how two or more texts address similar themes or topics in order to build knowledge or to compare the approaches the authors take.

Range of Reading and Level of Text Complexity

Read and comprehend complex literary and informational texts independently and proficiently.

Vocabulary

The standards expect that students will grow their vocabularies through a mix of conversations, direct instruction, and reading. The standards will help students determine word meanings, appreciate the nuances of words, and steadily expand their repertoire of words and phrases. The use of vocabulary extends across reading, writing, speaking, and listening. The vocabulary standards focus on understanding words and phrases, their relationships, and their nuances and on acquiring new vocabulary, particularly general academic and domain-specific words and phrases.

Determine or clarify the meaning of unknown and multiple-meaning words and phrases by using context clues, analyzing meaningful word parts, and consulting general and specialized reference materials, as appropriate.
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
Acquire and use accurately a range of general academic and domain-specific words and phrases sufficient for reading, writing, speaking, and listening at the college and career readiness level; demonstrate independence in gathering vocabulary knowledge when encountering an unknown term important to comprehension or expression.