Transition

Transition: Developing Reading Comprehension Skills and Knowledge in U.S. History, From Pre-Colonial to Reconstruction Period This reading comprehension textbook is ed to help your learners increase their general knowledge and develop strong reading comprehension skills to transition to ASE, GED, HiSET, or technical courses. The book aligns with and goes beyond the English Language Proficiency Standards (ELPS) for Adult Education, College and Career Readiness Standards, and Workforce Innovation and Opportunity Act (WIOA) expectations, ensuring your ESL/ELL students are ready to read and comprehend content-based lessons, academic concepts, and instructions. Teaching Frameworks Featured in This TextbookThe textbook applies two evidence-based teaching frameworks. Its reading questions are based on Bloom‘s Taxonomy‘s six levels of objectives, and the questions vary from basic to complex to help instructors create reading objectives and activities that emphasize higher-order thinking (levels 4-6). Furthermore, the book teaches learners how to apply the SQ3R (Survey, Question, Read, Recite, and Review) reading framework or method to increase their reading comprehension skills and recall what they read. Content-Based Learning Focus In addition to developing learners‘ reading comprehension skills, this book uses content-based lessons to increase learners‘ knowledge of U.S. history (pre-colonial to Reconstruction). The lessons help learners develop the skills and background knowledge they need to succeed in ASE, GED, HiSET, or technical classes and related exams. What the Textbook Provides In summary, this book presents 22 learner-centered reading lessons to improve students‘ ability to navigate academic content by equipping them with explicit reading strategies to identify main ideas, uncover details, make inferences, summarize content, apply knowledge, and understand authors‘ perspectives and key concepts. The CBL Team