The Topic: Main ideas & supporting details.

EDAE 639
Zakia Alhashem
November 2013
Content outlines

ESL Reading Skills – Spring 2013
Course Syllabus & Schedule
Time/Date/Place: Face to Face meetings: from Monday to Friday, 1 pm- 3 pm, In the Language
institute adopting this course.
This course starts Monday, January 21 and ends Friday, February 22.
Facilitator:
Telephone number:
E-mail:
Assignment Format:
1- 12 pt font
2- Double-spaced
3- Numbered pages
4- APA 6th Edition. Style
Required Text: the instructor will supply students with printable materials and URLs for required
reading usage and assignments.
Catalog Description: upon completion of this course ESL students will be able to read comprehensively
and use reading as a learning tool through applying reading skills.
Credits: none.
Prerequisites: none.
Mode of delivery: this class will meet on daily bases for demonstrations, in class exercises, review
homework and take tests. Students will communicate in class and share experiences.
Instructional Methodology: this course will use assigned readings, class discussions guided by the
instructor, in class exercises and collaborative learning exercises.
Course objectives: the goals of this course are to create the awareness of the essential role of
reading skills in achieving academic successful for ESL students, to read effectively and to use
reading as a learning tool. At the end of this course students will be able to:
1) Skim and scan entry college level material.
2) Tell the suffixes, prefixes, and roots and relate their meanings from entry college level
material.
3) Explain or retell what have been read from different entry college level material.
4) Differentiate between main and minor ideas in the text.
5) Answer questions related to the material.
6) Read for different purposes such as reading for gathering information, and reading to give
responses.
7) Identify different patterns of the reading material and the different roles for these patterns.
8) Differentiate between fact and opinion.
9) Write summaries and paraphrase for the reading material.
General Course Requirements
1) Participation 20 points.
2) Attendance 10 points.
3) The first test 20 points.
4) The second test 20 points.
5) The third test 20 points
6) Reflection on the course 10 points.

Course Schedule
This class will meet face to face through the whole course period in order to achieve the goals
and objectives of this course through practicing reading skills and techniques. Students learning will
be assessed through classroom assessment techniques and assigned homework, in addition to pre-tests and
posttests. Any change in this schedule will be done after the agreement between the instructor and the
learners.
Date Learning session
1/21 Introduce yourself, review the syllabus
1/22 Introduce the expected and the required skills for succeeding in U.S universities from
different syllabuses. Discuss.
1/23 Discuss the difference between university classes requirements in Saudi Arabia and U.S
1/24 Discuss the association between academic successful and having positive attitude toward reading
and mastery of reading skills.
1/25 Introduce different reading skills included in this course and their importance.
1/28 Pretest in using scan & skim skills, introduction, and the use of these skills, techniques, and
practice.
1/29 Practice scan & skim and their techniques, discussion.
1/30 Introduce suffixes, prefixes, and roots and relate their meaning. Practice, and homework.
1/31 Review the homework, and continue practicing suffixes and prefixes.
2/1 Test in skim, scan, suffixes, prefixes, roots, relating the meaning and their affects.
2/4 Pretest in reading comprehension and its factors.
2/5 Present & practice the techniques of telling and explaining what have been read.
2/6 The components of main & minor ideas and practice differentiating between them.
2/7 Presenting the techniques of answering questions related to the reading material, and practice.
2/8 Test on the skills of this week.
2/11 Introducing reading as a learning tool through practicing reading skills.
2/12 Presenting reading for different purposes, the uses of this skill, techniques, and practice.
2/13 Identify different patterns of a text, the role of these patterns, how to use them. Practice.
2/14 Components of facts and opinion. Practice differentiating between them.
2/15 How to write a summary & paraphrase. Practice.
2/18 Practice writing summary and paraphrase.
2/19 Test on this week material and the last week.
2/20 Review for what have been learned through the course.
2/21 Review for what have been learned through the course.
2/22 Reflection on the course.

Content Outline
I. Study Skills.
a. Expectations in U.S universities.
b. Required Skills to success.
c. Reading Skills Role.
II. Reading Strategies.
a. Skim & Scan.
b. Suffixes, prefixes, and roots.
c. Reading comprehension.
d. Main ideas & supporting details in a text.
e. Answers from a text.
III. Reading as a learning tool.
a. Reading for multiple purposes.
b. Patterns of a text.
c. Facts & opinions.
d. Summary and paraphrase.

Instructional Session

EDAE 639
Zakia Alhashem
November 2013
Content outlines

ESL Reading Skills – Spring 2013
Course Syllabus & Schedule
Time/Date/Place: Face to Face meetings: from Monday to Friday, 1 pm- 3 pm, In the Language
institute adopting this course.
This course starts Monday, January 21 and ends Friday, February 22.
Facilitator:
Telephone number:
E-mail:
Assignment Format:
1- 12 pt font
2- Double-spaced
3- Numbered pages
4- APA 6th Edition. Style
Required Text: the instructor will supply students with printable materials and URLs for required
reading usage and assignments.
Catalog Description: upon completion of this course ESL students will be able to read comprehensively
and use reading as a learning tool through applying reading skills.
Credits: none.
Prerequisites: none.
Mode of delivery: this class will meet on daily bases for demonstrations, in class exercises, review
homework and take tests. Students will communicate in class and share experiences.
Instructional Methodology: this course will use assigned readings, class discussions guided by the
instructor, in class exercises and collaborative learning exercises.
Course objectives: the goals of this course are to create the awareness of the essential role of
reading skills in achieving academic successful for ESL students, to read effectively and to use
reading as a learning tool. At the end of this course students will be able to:
1) Skim and scan entry college level material.
2) Tell the suffixes, prefixes, and roots and relate their meanings from entry college level
material.
3) Explain or retell what have been read from different entry college level material.
4) Differentiate between main and minor ideas in the text.
5) Answer questions related to the material.
6) Read for different purposes such as reading for gathering information, and reading to give
responses.
7) Identify different patterns of the reading material and the different roles for these patterns.
8) Differentiate between fact and opinion.
9) Write summaries and paraphrase for the reading material.
General Course Requirements
1) Participation 20 points.
2) Attendance 10 points.
3) The first test 20 points.
4) The second test 20 points.
5) The third test 20 points
6) Reflection on the course 10 points.

Course Schedule
This class will meet face to face through the whole course period in order to achieve the goals
and objectives of this course through practicing reading skills and techniques. Students learning will
be assessed through classroom assessment techniques and assigned homework, in addition to pre-tests and
posttests. Any change in this schedule will be done after the agreement between the instructor and the
learners.
Date Learning session
1/21 Introduce yourself, review the syllabus
1/22 Introduce the expected and the required skills for succeeding in U.S universities from
different syllabuses. Discuss.
1/23 Discuss the difference between university classes requirements in Saudi Arabia and U.S
1/24 Discuss the association between academic successful and having positive attitude toward reading
and mastery of reading skills.
1/25 Introduce different reading skills included in this course and their importance.
1/28 Pretest in using scan & skim skills, introduction, and the use of these skills, techniques, and
practice.
1/29 Practice scan & skim and their techniques, discussion.
1/30 Introduce suffixes, prefixes, and roots and relate their meaning. Practice, and homework.
1/31 Review the homework, and continue practicing suffixes and prefixes.
2/1 Test in skim, scan, suffixes, prefixes, roots, relating the meaning and their affects.
2/4 Pretest in reading comprehension and its factors.
2/5 Present & practice the techniques of telling and explaining what have been read.
2/6 The components of main & minor ideas and practice differentiating between them.
2/7 Presenting the techniques of answering questions related to the reading material, and practice.
2/8 Test on the skills of this week.
2/11 Introducing reading as a learning tool through practicing reading skills.
2/12 Presenting reading for different purposes, the uses of this skill, techniques, and practice.
2/13 Identify different patterns of a text, the role of these patterns, how to use them. Practice.
2/14 Components of facts and opinion. Practice differentiating between them.
2/15 How to write a summary & paraphrase. Practice.
2/18 Practice writing summary and paraphrase.
2/19 Test on this week material and the last week.
2/20 Review for what have been learned through the course.
2/21 Review for what have been learned through the course.
2/22 Reflection on the course.

Content Outline
I. Study Skills.
a. Expectations in U.S universities.
b. Required Skills to success.
c. Reading Skills Role.
II. Reading Strategies.
a. Skim & Scan.
b. Suffixes, prefixes, and roots.
c. Reading comprehension.
d. Main ideas & supporting details in a text.
e. Answers from a text.
III. Reading as a learning tool.
a. Reading for multiple purposes.
b. Patterns of a text.
c. Facts & opinions.
d. Summary and paraphrase.

Instructional Session
The Topic: Main ideas & supporting details.
Class duration: 2 hours.
Material needed: chairs, tables, projector machine, white board, markers, printed materials, and a
clock.
First 15 minutes: the instructor will warm up the class by starting with greetings and revision for the
last instructional session material.
The next 30 minutes: the instructor will introduce the topic of main ideas and supporting details in a
text. Then, the instructor will demonstrate the skill of differentiating between the main ideas and
supporting details through presenting the components of the main idea and the supporting details, and
the importance of this skill.
10 minutes: the instructor will put a short passage on the projector, and allow the students three
minutes to skim and scan. Then, the instructor will apply the skill through following the required
steps.
A ten minutes break.
Learning Activities
Practice for 20 minutes: the instructor will give students two short passage, and ask them to write the
main ideas in these two passages and the supporting details for them.
Presenting & discussing the answers for 10 minutes.
Work in pairs for 11 minutes on a short passage. The instructor will divide students to pairs and will
give them a short passage. Each student has to find the main idea and the supporting details in five
minutes and write them on a paper. Then, students will be asked to compare their findings with each
other. In addition, they have to discuss the differences and the similarities in their findings in
pairs for six minutes, and the instructor will be moving around to hear different answers and
discussion.
Five minutes: the instructor will present the answers on the board.

Assessment
Eight minutes: the instructor will assess students learning through using Categorizing Gird, in which
the instructor will asked students to categorize the features of the main idea and the supporting
details.
Assignment:
The last minute: the instructor will announce the assignment by writing it on the board. The instructor
will write an URL for a certain article, and ask them to use categorize grid in categorizing the main
ideas in the article their supporting details.
The assignment is a part of the assessment.

 
Class duration: 2 hours.
Material needed: chairs, tables, projector machine, white board, markers, printed materials, and a
clock.
First 15 minutes: the instructor will warm up the class by starting with greetings and revision for the
last instructional session material.
The next 30 minutes: the instructor will introduce the topic of main ideas and supporting details in a
text. Then, the instructor will demonstrate the skill of differentiating between the main ideas and
supporting details through presenting the components of the main idea and the supporting details, and
the importance of this skill.
10 minutes: the instructor will put a short passage on the projector, and allow the students three
minutes to skim and scan. Then, the instructor will apply the skill through following the required
steps.
A ten minutes break.
Learning Activities
Practice for 20 minutes: the instructor will give students two short passage, and ask them to write the
main ideas in these two passages and the supporting details for them.
Presenting & discussing the answers for 10 minutes.
Work in pairs for 11 minutes on a short passage. The instructor will divide students to pairs and will
give them a short passage. Each student has to find the main idea and the supporting details in five
minutes and write them on a paper. Then, students will be asked to compare their findings with each
other. In addition, they have to discuss the differences and the similarities in their findings in
pairs for six minutes, and the instructor will be moving around to hear different answers and
discussion.
Five minutes: the instructor will present the answers on the board.

Assessment
Eight minutes: the instructor will assess students learning through using Categorizing Gird, in which
the instructor will asked students to categorize the features of the main idea and the supporting
details.
Assignment:
The last minute: the instructor will announce the assignment by writing it on the board. The instructor
will write an URL for a certain article, and ask them to use categorize grid in categorizing the main
ideas in the article their supporting details.
The assignment is a part of the assessment.
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