Reading and Writing – Fundamental Level 3

Students wil receive instruction in skills and strategies in the following areas (cumulative):

Reading

• identifying subject, main idea, details, sequence in short passages and paragraphs of familiar genres (e.g. descriptive and narrative);
  
• pre-reading and reflecting to self-evaluate findings on short written passages;
• using context to decode words;
• summarizing short passages;
• reading words accurately using a variety of word attack skills (e.g. using structural analysis to decode vocabulary - roots, affixes, syllabication, stress, compound words, contractions);
  
• identifying and reading using antonyms, synonyms and homonyms;
• using dictionary and thesaurus skills to find meaning;
• beginning to draw inferences and conclusions;
• expressing and supporting opinions.

 
Writing and Spelling

• generating, organizing and writing ideas (the writing process);
• using listing and/or mind-mapping pre-writing strategies;
• using a basic thesaurus as a writing aid;
• completing a variety of simple forms and documents;
• printing or writing complete simple declarative, interrogative and exclamatory sentences;
• using appropriate punctuation at the beginnings and endings of sentences;
• using commas in common coordinators;
  
• identifying subjects and verbs in simple sentences;
• using appropriate simple verb tenses correctly;
• using capitals for proper nouns;
• using a dictionary to find spelling;
• spelling approximately 300 (150) sight and (150) personal words;
• using a variety of strategies to learn the spelling of new words;
• spelling regular consonant-vowel-consonant (cvc) and cvc+e words;
• using compound words, contractions and common abbreviations;
  
• using compound words, contractions and common abbreviations (possessives and plurals);
• using assigned vocabulary in sentence writing.

 
Skills and Strategies for Classroom Learning

• identifying short and long-term goals for literacy learning;
• tracking assignments independently;
• moving on to other tasks while waiting for help;
• working independently;
• using deliberate strategies to take tests and manage stress;
• completing homework outside the classroom environment and meeting deadlines for assignments;
• communicating with others in the classroom by sharing basic information about topics important to them (and listening to others do the same);
• planning and completing activities with others, and answering simple direct questions about themselves and their experiences;
• making simple judgments using some evidence;
  
• providing and receiving help from classmates in a cooperative manner;
• communicating respectfully with instructors and classmates;
• employing strategies for learning and remembering;
  
• demonstrating awareness of personal learning strengths;
• following simple directions and instructions;
• questioning, predicting, and gathering information using sensory input;
• having a purpose in mind when they explore and use what they learn;
• demonstrating or explaining something about their thinking;
• helping develop and use simple criteria. (e.g. related to assessing their own writing);
• interacting with others in the classroom with respect, cooperation, inclusion, and kindness;
• respectfully sharing their own feelings and listening to others’ views;
• identifying when a situation is unfair to themselves or others;
• knowing when to ask for help;
• doing their share in the classroom, and  identifing when someone else needs help;
  
• identifying their own individual characteristics and interests;
• describing their family, home, and/ or community (people and/or place).

 
Computer Skills

• using word processing skills to complete some writing assignments.

 
College and Community Resource Skills

• independently accessing the public library;
• accessing the college library with assistance;
• recognizing and using available services and recreational resources in the college and community and accessing those resources as appropriate to their needs;
• developing an understanding of the concept of municipal, provincial and federal governments in Canada.

Job-related Skills (in addition to those integrated above)

• maintaining and improving skills at the ENGU 0100 and 0115 level courses;
• arriving punctually
• working as a team
• managing time
• speaking and listening in a respectful manner
• following oral instructions
• reading words commonly used as safety warnings on job sites
• following simple written instructions;
• completing basic forms independently;
• communicating effectively in groups.