Reading and Writing – Fundamental Level 2

Curriculum Guideline

Effective Date:
Course Code
ENGU 0115
Reading and Writing – Fundamental Level 2
English Upgrading
Language, Literature & Performing Arts
Start Date
End Term
Semester Length
15 weeks
Max Class Size
Contact Hours
9 hours per week
Method(s) Of Instruction
Learning Activities

A combination of instructional methods will be employed in order to balance instructional efficiency with individual student needs and identified goals.  Class and small group instruction will be used along with individual assistance.

Course Description
This course is designed for beginning readers and writers who want to continue developing basic decoding skills, increase sight word recognition and spelling, improve their comprehension of simple reading passages and begin writing groups of sentences. Students will identify short and long-term personal goals for literacy learning. The course will emphasize behaviour and learning skills appropriate to the classroom and the community. Job related skills will be identified and integrated throughout the course where appropriate.
Course Content


  • reading simple passages and stories with some fluency and recognizing end punctuation
  • using phonic and context clues in reading simple passages
  • reading and following simple written directions
  • identifying the main idea, characters and events from reading
  • stating opinions on readings
  • reading 150 to 300 personal and functional words
  • using phonics to decode unknown words
  • reading phonically regular words with the digraphs  tch, ng, wh, and ght 
  • reading words with the final double consonants zz, ll, ss, ff 
  • reading words with suffixes where there is no change in the root word
  • identifying long vowel sounds and reading regular long vowel words containing diphthongs
  • reading some one-syllable words containing ar and er

Writing and Spelling

  • printing or writing complete sentences
  • participating in brainstorming to generate writing
  • recognizing the difference between a brainstormed list and complete sentences in a paragraph
  • printing or writing short messages and short paragraphs
  • printing or writing sentence answers to who? what? when? where? or why? questions about reading passages
  • using assigned vocabulary words appropriately in sentence writing
  • spelling approximately 150 sight words
  • using end punctuation correctly
  • using capitals at the beginning of sentences and for proper nouns
  • spelling some consonant-vowel-consonant and  consonant-vowel-consonant+ e words with basic suffixes
  • replacing proper nouns with appropriate pronouns in given sentences
  • recognizing and using common homonyms correctly

Skills and Strategies for Classroom Learning

  • identifying short and long term personal goals for literacy learning
  • working independently, even with some distraction in the environment
  • asking for help in an appropriate manner when needed
  • attending to and participating in group discussions and activities
  • moving on to other tasks while waiting for help
  • providing and receiving help from classmates in a cooperative manner
  • communicating  respectfully during group work
  • using time-management skills to complete homework and meet assignment deadlines
  • beginning to employ strategies for learning and remembering words
  • looking up words for spelling and meaning in a simplified dictionary or glossary
  • alphabetizing words to the third letter
  • beginning to work independently to proof-read work
  • recognizing and using formats for lists, messages and paragraphs

Computer Skills

  • learning basic word processing skills
  • naming hardware components
  • turning the computer on and off
  • opening word processing programs, typing and saving documents

College and Community Resource Skills

  • identifying personal needs and accessing appropriate college services and resources (e.g. counseling,  women’s centre) with assistance
  • accessing the public library with assistance
  • understanding the concept of cities, provinces, countries

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

  • maintaining and improving skills at the DVST 0100 level course
    • arriving punctually
    • working as a team
    • managing time
    • following oral instructions
  • reading words commonly used as safety warnings at job sites (e.g. danger, hazard)
  • with assistance, completing basic forms personally identified as relevant  
  • following simple written instructions
Learning Outcomes

The objectives of this course are for each student to:

  • identify personal short and long-term goals for literacy learning
  • increase his/her sight vocabulary of common words and personally relevant words
  • improve his/her phonic skills
  • develop an awareness of word context as a decoding strategy
  • improve his/her ability to read and understand simple passages, including written instructions and other personally identified functional literacy tasks
  • write short paragraphs and messages
  • write simple sentences to answer reading comprehension questions
  • begin using simplified dictionaries
  • develop a prewriting strategy to generate ideas
  • begin learning basic word processing
  • improve his/her ability to independently organize personal classroom materials
  • identify his/her personal needs in relation to college and community resources and services
  • continue to develop the classroom and learning behaviours introduced in DVST 0100 as well as
    • develop classroom and job related time-management skills
    • improve his/her ability to work independently
    • begin to develop interpersonal conflict-resolution strategies appropriate to the classroom context
  • begin to develop an understanding of basic civics
Means of Assessment

A mastery model of on-going evaluation will be used.  Progress towards course objectives and personal literacy goals will be monitored on a regular basis by the instructor in consultation with each student, and he/she will receive frequent feedback 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.

Regular attendance and punctuality are required.  Students must demonstrate ongoing progress towards mastering the course content.

Textbook Materials

Textbooks and Materials to be Purchased by Students

Students are required to supply a three-ring binder, paper, eraser, pen and pencil.


ENGU Assessment and interview, or ENGU 0100

Which Prerequisite