Reading and Writing Fundamental Level 5
Students will receive instruction in skills and strategies in the following areas (cumulative):
- using pre-reading strategies;
- using self-monitoring techniques to assess reading for comprehension;
- recognizing cause and effect, comparison and contrast, bias and objectivity;
- identifying subject/topic, main ideas, supporting details and sequence in short passages and paragraphs;
- drawing inferences and conclusions;
- distinguishing between fact and opinion;
- detecting tone of story and emotional reactions of characters and direct characterization;
- answering comprehension questions (based on text) on main idea, details, sequence, fact and opinion and recognize cause and effect;
- integrating personal experience and information from text to gain new understanding;
- summarizing expository and narrative text;
- recognizing different purposes for reading and beginning to adjust reading strategies to suit purpose ;
- employing strategies for learning and remembering new words;
- using context clues, phonics, structural analysis and sight vocabulary in an integrated manner to decode.
- generating ideas using brainstorming and mapping;
- organizing writing using outlining;
- producing coherent descriptive, narrative, summary and expository summary paragraphs;
- writing an 8 – 10 sentence paragraph (topic sentence, supporting details and conclusion) using abstract formes (e.g. narrative, process, descriptive, opinion);
- revising and editing written work;
- identifing and summarizing main ideas after reading and discussing;
- identifying and writing simple, compound and complex sentences;
- using quotation marks, semicolons, parentheses, conjuctive adverbs;
- responding to selected material after reading, viewing, or listening by explanation of one's personal viewpoint;
- identifying and correcting fragments and run-ons in writing;
- using subject-verb agreement and consistent verb tense;
- using comma rules;
- spelling a variety of homonyms and common irregularly spelled words;
- using effective spelling strategies such as phonics, structural analysis, and generalizations;
- using contractions correctly;
- using a dictionary, thesaurus and other spelling aids;
- identifying and using synonyms, antonyms and homonyms;
- beginning to distinguish between formal and informal language in writing.
Skills and Strategies for Classroom Learning
- completing assignments out of classroom setting and meeting deadlines;
- managing time;
- setting learning goals;
- developing strategies to write tests in a variety of formats;
- applying personal learning strategies;
- communicating respectfully with instructors and classmates;
- using critical thinking skills while listening and/or viewing;
- developing awareness of personal learning strengths and strategies.
- keyboarding comfortably;
- word processing and printing a document;
- beginning to use a search engine to find information;
- opening and sending email.
A combination of instructional methods will be employed in order to balance instructional efficiency with individual student needs, such as:
- 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 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:
- writing alternative endings to short stories;
- writing a logical prequel to a story - imaging what came before;
- writing own comprehension questions to demonstrate understanding;
- describing a character in own words;
- using a checklist to identify strategies used before, during and after reading;
- completing matching activities that link cause to effect, compare to contrast.
- summarizing a short reading passage;
- searching the local news outlets for community issues and writing an argument paragraph that is a call to action;
- producing reflective journals, poems, PowerPoint presentations, posters, blog post, social media entry;
- writing a response paragraph after watching a movie.
Sample grade breakdown (based on tasks):
Narrative study (alternative endings; prequels etc.)
Writing tasks such as reflective journals, poems, PowerPoint presentations, posters, blog post, social media entry etc.
summarizing a short reading passage
Reading assessments / tests quizzes
Write 8 – 10 sentence paragraphs using familiar and abstract forms (i.e. narrative, process, descriptive, expository, summary, narrative, opinion)
Editing own and provided texts to correct grammar, spelling, sentence structure, and organization
Upon completion of this course, successful students will be able to:
- read five+ paragraph texts or short stories including figuratve language and a full range of sentence structures;
- read three-to-five paragraph non-fiction texts including unfamiliar topic and vocabulary.
- write eight-to-ten sentence paragraphs using abstract forms (e.g. expository, summary, narrative, opinion);
- compose response writings that express personal feelings on an assigned topic including a rationale.
Supporting Outcomes Reading
- 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 Outcomes Writing
- 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
- improve goal setting and time management skills;
- improve communication;
- develop test taking strategies;
- improve critical thinking;
- develop awareness of personal learning skills;
- continue to develop the classroom, workplace and learning behaviours introduced in ENGU 0146.
- improve word processing skills;
- develop search skills;
- demonstrate skills to use email.
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.
Course Guidelines for previous years are viewable by selecting the version desired. If you took this course and do not see a listing for the starting semester / year of the course, consider the previous version as the applicable version.
These are for current course guidelines only. For a full list of archived courses please see https://www.bctransferguide.ca
|Institution||Transfer Details for ENGU 0156|
|There are no applicable transfer credits for this course.|