Reading and Writing Fundamental Level 6
Curriculum guideline
A combination of instructional methods will be used in order to balance instructional efficiency with individual student needs, such as:
- tutorial
- class and small group instruction,
- individual assistance (in lab tutorial or scheduled appointments)
- pair work on tasks
- in-class reading and writing practice
- computer assisted learning'
- instructor feedback
- student directed learning will be selected where appropriate and possible.
- collaborative learning will be encouraged
Students will receive instruction in skills and strategies in the following areas (cumulative):
Reading
- summarizing short stories, articles, video and audio tapes;
- drawing inferences and conclusions;
- arguing for and against ideas presented in text in discussions and written assignments;
- reading and critically discussing and answering questions in writing about a variety of texts, genres and media;
- identifying comparison and contrast, cause and effect, fact and opinion, outcome and sequence;
- identifying purpose, logic, validity;
- identifying and discussing writer’s point of view, plot, main events, indirect characterization;
- reading and discussing selected fiction and non-fiction;
- identiying themes in poems, songs, fictional stories;
- using form and structure to inform understanding (e.g. rhymes, stanzas, haikus, limericks);
- seperating relevant from non-relevant details.
Writing
- setting purpose for writing and identifying audience expectations;
- using a variety of processes for generating and organizing writing (i.e. brainstorming, outlining, mapping, etc.);
- evaluating drafts and considering feedback;
- revising and editing written work;
- summarizing a writing sample (article, short story, etc.);
- producing coherent paragraphs including expository paragraphs;
- responding to selected material after reading, viewing, or listening by explanation of one's personal viewpoint;
- responding to self-identified learning experiences, concerns and/or success by using critical and future oriented thinking;
- differentiating between subject and object pronouns;
- writing concise, purposeful explanations;
- using a broad range of punctuation including quotations and semi-colons;
- using a variety of simple, compound and complex sentences in written paragraphs;
- identifying and correcting fragments and run-ons in writing;
- using subject/verb agreement and consistent verb tense;
- using standard pronoun reference and agreement;
- using commas correctly;
- using apostrophes to show possession;
- using a dictionary and other spelling aids;
- integrating a variety of spelling strategies;
- using a thesaurus to locate synonyms;
- choosing appropriate written register (i.e. colloquial or formal writing).
Skills and Strategies for Classroom Learning
- managing time and meeting goals;
- using a variety of test-taking strategies;
- developing strategies to enhance capacity as a learner (e.g.stress management, time management, problem solving);
- establishing purpose for listening and/or viewing;
- using inferential thinking skills;
- distinguishing between conversational (colloquial) and more formal (standard) spoken language;
- giving concise, purposeful explanations;
- using critical thinking skills to determine validity of information;
- communicating respectfully with instructors and classmates.
Computer Skills
- word processing a document (creating, editing, saving, retrieving and printing);
- using a variety of search engines to find relevant information.
Upon completion of this course, successful students will be able to:
Reading
- read and discuss non-fiction, 7+ paragraph texts (e.g. articles, chapters, webpages, transcripts) including abstract, conceptual or specialised vocabulary;
- read and discuss 7+ paragraph fiction texts, (e.g.short stories, poems; songs - those including figurative language and implicit meaning.
Writing
- write 8-10 sentence paragraphs using abstract and academic forms (e.g. persuasive argument, formal summary, cause and effect, compare or contrast, advantages or disadvantages);
- compose self-reflective writings that describe learning experiences.
Supporting Reading Outcomes
- continue to develop word reading skills;
- develop specific strategies to improve reading comprehension;
- enlarge vocabulary to fulfill reading needs;
- increase background knowledge by developing awareness of current topics and concerns;
- acquire an ability to orally present information obtained from reading.
Supporting Writing Outcomes
- develop confidence and enjoyment from personal writing activities;
- gain knowledge of and experience using the processes of writing;
- improve knowledge of and experience in constructing paragraphs;
- improve competency in constructing sentences;
- improve awareness and control of the conventions of standard written English;
- improve awareness and control of the degree of formality suitable for different writing tasks;
- demonstrate growth in ability to produce written communication that expresses personal feeling and ideas;
- demonstrate growth in ability to write for different purposes and for various audiences.
Skills and Strategies for Classroom Learning
- continue to develop the classroom, workplace and learning behaviours introduced in ENGU 0156;
- improve goal setting and time management skills;
- improve communication skills;
- improve critical thinking;
- develop test taking strategies;
- improve personal learning strategies;
- develop an awareness of personal learning skills.
Computer Skills
- improve word processing skills;
- improve information search skills.
Student achievement will be measured using formative assessment tools and the mastery system in accordance with the Douglas College Evaluation Policy. Evaluation will be based on learning outcomes and course content. Progress towards course objectives and personal literacy goals will be monitored on a regular basis by the instructor in consultation with each student. Students will receive ongoing feedback from the instructor and informal progress reports. A student will have completed the course when he/she has demonstrated through satisfactory completion of exercises and assignments that the course objectives have been achieved. Mastery will be granted to students who maintain regular attendance and punctuality and achieve an average of at least 70% on the items listed below. Evaluation will include, but need not be limited to, the following tasks:
Reading
- critically discussing and responding to a variety of texts, genres and media;
- arguing for or against ideas in written or oral assignments;
- composing own lyrics, poems, creative work on an identified theme.
Writing
- reading the student services webpages for the institution and summarizing one service (can later be linked to oral presentations);
- summarizing an article;
- writing reflective journals, poems, PowerPoints, posters, blog posts, social media entries;
- writing learner statements at the end of semester to reflect on their learning process and acquired/application of skills.
Sample grade breakdown (based on tasks):
|
1 |
Reading based writing assignments (e.g. opinion, descriptive; for/against; critical responses…) |
25% (total) |
|
2 |
Summary |
10% (total)
|
|
3 |
critically reading, discussing and responding to a variety of texts, genres and media |
10% (total) |
|
4 |
Reading and writing tests |
30% (total)
|
|
5 |
Writing reflective journals, poems, PowerPoints, posters, blog posts, social media |
10% (total)
|
|
6 |
Participation/in-class assignments |
15% (total)
|
Textbooks and Materials to be Purchased by Students:
Students must supply a three-ring binder, paper, pen and pencil.
All other materials will be available on loan from the instructor when needed.
ENGU 0156 or ENGU placement test and interview.