Students read both intensively and

Students read both intensively and extensively in order to develop fluency and become strategic readers by acquiring the skills and vocabulary necessary to function well in non-academic reading and lay the foundation to transition to academic and professional reading. Student will increase their reading rate to 175 WPM with 70% accuracy. Some authentic reading material will be introduced at this level along with strategies for tolerating ambiguity and constructing meaning using a variety of reading skills. Students will learn to recognize common organizational patterns to answer main idea and detail questions by using acquired skills to infer and guess the meaning of words. They will analyze paragraphs for topic sentences, major and minor supporting sentences and concluding sentences.
Students will write well-developed paragraphs while increasing vocabulary, effectively applying grammar and mechanics, and demonstrating an emerging understanding of rhetoric. Students will learn to write paragraphs about topics discussed and read about in class with main ideas and supporting details that use a variety of organizational patterns, as well as to write personal letters using a variety of tenses. They also learn what a thesis statement is and how to identify one. Students will demonstrate competency in the grammatical points identified for Level Three as well as Levels One and Two. In this course, transitional phrases, present perfect/perfect progressive and simple past tenses, passive voice, reflexive pronouns, count and non-count nouns with articles and quantifiers (indefinite pronouns), coordinating conjunctions, adverb/conjunction phrases and connections with “before, after, when, because and while” are taught, practiced and assessed in the context of writing tasks.

結果 (中文) 2:

学生们为了发展的流畅性和通过收购所需的非学术阅读运作良好打下了基础技能和词汇过渡到学术和专业阅读成为战略的读者参考阅读的深度和广度。学生将增加他们的阅读率175 WPM用70％的准确率。一些正宗的阅读材料将在与容忍模糊性和使用各种阅读技巧建构意义的战略沿着这个级别推出。学生将学会识别常见的组织模式，通过使用获得的技能来推断和猜测词义来回答主要思路和细节问题。他们将分析主题句，主要和次要支持句和结论句段落。
学生将写发达的段落，同时增加词汇量，有效地运用语法和机制，并展示修辞的一种新兴的理解。学生将学习写关于讨论的议题的段落，并与主要思路和使用多种组织模式配套细则类阅读，以及编写使用各种时态的私人信件。他们还学习什么是主题句，以及如何确定一个。学生将在确定了三个级别，以及水平和第二阶段的语法点表现出竞争力。在这个过程中，过渡词语，现在完成时/完美的渐进性和一般过去时态，被动语态，反身代词，计数和的文章和量词（不定代词），并列连词，副词/连词词组和连接与非不可数名词“前经过的时候，因为虽然“传授知识，练习和写作任务的背景下进行评估。

結果 (中文) 3:

学生阅读都是为了培养流畅性而广泛地阅读，并通过获得在非学术阅读中的作用和必要的技能，成为策略性阅读者，为过渡到学术和专业阅读奠定基础。学生会提高自己的阅读速度为每分钟175个字以70%的准确率。一些地道的阅读材料将在这一水平与容忍歧义和使用各种阅读技能的意义建构策略介绍。学生将学会识别常见的组织模式来回答主要的想法和细节问题，通过使用获得的技能来推断和猜测的话的意思。他们将分析段落主题句，主要的和次要的支持句子和结论句。学生会在增加词汇量的同时，把发达的段落写在词汇上，有效地运用语法和力学，并展示出一种新的修辞手法。学生将学习写了与主要思想和细节，利用各种组织模式的课堂阅读有关主题的段落，以及使用各种时态写私人信件。他们也学习什么是论文陈述，以及如何识别。学生将证明能力的语法点确定为三级，以及一级和2级。在这一过程中，过渡阶段，呈现完美/完美的进行时和一般过去时态，被动语态，反身代词、数量和物品和量词的不可数名词（代词）、并列连词、副词、连词词组和连接”之前，之后，当，因为当“教、练、写作任务的背景下进行评估。