Table of Contents
Preparing for
College Reading II Students........................................................................................ 2
Outcomes Matrix............................................................................................................................ 3
Outcome #1:
Read on a Regular Basis; Sample Assignment(s); and Rubric(s)...
6
Outcome #2: Employ
Resources; Sample Assignment(s); and Rubric(s)............................................ 12
Outcome #3: Use General
Knowledge; Sample Assignment(s); and Rubric(s)................................... 19
Outcome #4:
Expand Vocabulary; Sample Assignment(s); and Rubric(s).......................................... 34
Outcome #5:
Outcome #6:
Apply
Outcome #7:
Prepare for Examinations; Sample Assignment(s); and Rubric(s).. 56
Outcome #8:
Conduct Research; Sample Assignment(s); and Rubric(s)............................................ 57
.
Outcome #9:
Strengthen Core Competencies; Sample Assignment(s); and Rubric(s)......................... 61
Integrating
Pre-, During, Post-
Suggested Reading List…………………………………………………………………………129
Preparing for College Reading II
(PCRII) Students
Placement
During orientation
students take a computerized placement test (CPT) which determines the reading
level and placement into Preparing for College Reading I (score of 45 or below
on the CPT), Preparing for College Reading II (score of 46-67 on the CPT), or
exempts students (score of 68 or higher on the CPT) from the reading courses.
The Board of Higher Education mandates the CPT test and determines the cut-off
scores. Retesting is allowed.
Age
Ability
Because
Motivation
Motivation or desire to
learn is one of the most important factors contributing to success in PCR I and
II. Many students who acquired negative
labels in high school become achievers after completing PCR I and/or PCR
II. All professors of these courses must
maintain a positive outlook themselves and encourages students to develop confidence
as learners.
Learning Disabilities
An
additional factor affecting achievement is learning disabilities. Some learning disabled students were in
special education throughout their schooling; others were included in regular
classrooms. Some students learn the
skills in a single course (PCR II) and others require two courses (PCR I and
PCR II). Students with disabilities who believe that they may need
accommodations in the classroom are encouraged to contact the Learning
Disability Coordinator, Andrea Henry, at extension 1805, or Disability
Counselor, Stan Oliver at extension 1464, as soon as possible, in order to
ensure that such accommodations are implemented in a timely fashion.
English as a Second Language
ESL students vary greatly
depending on background and education in their native country, time and
education in the
The ARC and
OUTCOMES BASED LEARNING MATRIX
Course: Preparing for College Reading II Department: English
At the end of the course, students should be able to
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COURSE OUTCOMES |
OUTCOMES ACTIVITIES |
ASSESSMENT TOOLS |
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read on a regular basis with increased comprehension, speed, and confidence; |
*sustained silent reading (R, CT) *literature
circles (R, CT) *class discussions (R, CT OC) |
*reading attitude survey *oral and written answers to open-ended comprehension questions *reading journal *reading log |
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employ a variety of the college’s human, print, and electronic resources in order to meet course expectations and meet academic challenges as confident, independent learners; |
*tour and discussion of college resources (CT, OC, TS) *scavenger hunt for Web (R, CT, TS) *learning style inventory (R, CT) *stress management techniques such as daily, weekly, or monthly schedules as well as health and nutrition discussions (CT) *self-assessment of academic, career, and personal goals (CT, W) |
*oral and written reports and/or projects *checklists for scavenger hunt and college resources tour *written report of lifelong strategies to compensate for academic/ learning weaknesses *written response to Learning Styles Inventory *time management schedule(s) *self-assessment project |
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acquire and use general knowledge to enhance comprehension and to promote connections to the world around them; |
*analyze point of view (R, CT) *assess consistency of current events reporting from multiple media sources (R, CT, W) *in groups, read a newspaper article about a current social problem and develop a practical solution for it (R, CT, OC, W) *report on a current news topic seen on a newsmagazine show such as 60 minutes, 20/20 or Dateline (CT, W) *interview and report on a person who is in a career in which students are interested (CT, OC) *reinforce, refine, and extend general knowledge with customized trivial pursuit or jeopardy type games (CT) |
*oral and written report *graphic organizers *oral feedback on groups *self and/or peer assessment guides for individual and group activities |
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use word structures, word meanings, contextual clues, and dictionary skills in order to expand vocabulary and improve reading comprehension; |
*develop a familiarity with a dictionary by locating items such as word origin, synonyms, parts of speech, and/or antonyms (R, CT) *in groups, identify and define unknown words in a passage using context clues (R, CT, OC) *in groups, identify and define unknown words in a passage using word parts (R, CT, OC) |
*concept maps *word structure maps *scavenger hunt checklist *quizzes on context clues, dictionary skills, and word structures *self and/or peer assessment guides for individual and group activities *written evaluation of group discussions |
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use the many parts of a college textbook (table of contents, preface, forward, glossary, index, and appendices) to access information necessary for learning; |
*activate prior content-area knowledge and build appropriate background knowledge by previewing *preview your textbook by skimming *locate information by scanning |
*scavenger hunt checklist *written previewing assignment such as predictions of article content or identification of main and subordinate ideas from typography and/or other clues |
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apply various reading skills and strategies (previewing, detecting main ideas and related details, summarizing, note taking, outlining, skimming, scanning, and reviewing) in order to comprehend oral and written material presented in the various college disciplines; |
*preview textbooks, articles and other reading passages (R, CT) *map or outline a reading or lecture to show the relationship between main ideas and supporting details (R, CT, W) *summarize a reading (R, CT, W, OC) *take notes from a lecture or reading (R, CT) *review a textbook chapter or other reading and present to the class (R, CT) *get to know your textbook by skimming (R, CT) *locate information by scanning (R, CT) |
*written or oral assignment demonstrating pre-, during, and post- reading activities such as SQ3R, mapping, outlining, Venn diagrams, semantic feature analysis, summarizing etc. |
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*complete a schedule that manages academic and non-academic obligations (CT) *review lecture notes, add missing information, highlight main idea, and develop potential subjective and objective test questions and answers for those questions (R, CT, W) *develop a study guide and create and review flash cards in preparation for an exam (R, CT, W) *create appropriate mnemonic devices (R, CT) |
*time management schedule *notes and test questions *study guide and flash cards *mnemonic devices |
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conduct and evaluate research, link new knowledge with acquired knowledge, document information, and report the results of research in an orderly manner; |
*library tour (CT) *analyze, evaluate, and record pertinent research (R, CT, W) *integrate related information from several sources (R, CT, W) *cite information appropriately (CT, W) |
*post-reading end products such as a map, an outline, note cards, etc. *oral presentations such as skits, speeches, panel discussions *multi-media scavenger hunt *library tour checklist |
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to strengthen Core Competencies in order to increase academic and workplace success. |
referenced above |
referenced above |
At the end of the course, students should be able to read on a regular basis with increased comprehension, speed, and confidence.
Sample Activity:
7-Step
Purpose: To practice reading strategies, develop the habit of reading, increase reading stamina, and improve reading comprehension. The reading journal is designed to allow students to customize and to think more deeply about their reading. The journal will help students to remember what they have read, highlight important moments from the reading, think through the reading and to find their interest in the reading. In order to be successful in this endeavor, students must spend time with their reading. They must be able to remember what they have read and think critically about the reading. Critical reading means students are able to synthesize, evaluate, analyze, apply, interpret, and translate their reading.
Directions:
1. The title of the article, date of publication, publisher, and author of the article.
2. Evidence of previewing: a couple sentences addressing what you think the article is going to be about and what you hope to learn from the article. Look at the title, subtitle, pictures, captions, first sentence of each paragraph etc. What do they suggest?
3. A statement (in 1-2 sentences) of the main idea. Read the selection more than once to determine the main idea. The main idea is the main point, central focus, gist, controlling idea, central thought or thesis of the reading. It is not the topic, but rather it includes the topic.
4. A brief list of the main supporting points. Supporting points develop, prove and explain the main idea. Supporting evidence may include reasons, incidents, facts, examples, steps and definitions.
5. A one-paragraph summary. Summaries contain no opinion, but do contain the main idea and supporting evidence and is written in your own words. Use complete sentences and paragraphs. After completing the summary, reread it to see if it makes sense.
6. A one-paragraph reaction, analysis, and or/criticism. React, criticize and/or analyze what you have read. Analysis means to break the reading into parts and then reassemble to discover each part’s significance or meaning. Take time to explore the meanings behind a theme, character, symbol, plot, or image. What is significant to you? What is your perspective on what you have read? If you read carefully, you cannot help but react to the reading. This level of reading is often emotional (angry, sad, happy) or associative (oh, that reminds me of…). For a journal entry of this type, simply record your emotion and explain what in the text inspired it or write down your association and what in the text inspired that. Criticism is an evaluation of your feelings – either positive or negative -- about a particular analysis. Feel free to vent your emotions but only after an analysis of a part of the reading which impacts you.
7. Definitions of at least five vocabulary words (you should list all words that you either you don’t know or could not explain well to someone else). You should use context clues, word structure, dictionary skills, and/or decoding skills.
Rubric:
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Excellent |
All seven steps are complete. The main idea and supporting evidence are correct. The summary is thorough, well written, and is written in the students own words. Reaction is thoughtful and contains evidence of critical reading. |
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Satisfactory |
All seven steps are complete. The main idea and supporting evidence are essentially correct. The summary is essentially correct but is not entirely stated in the student’s own words. Reaction is thoughtful and contains some evidence of critical reading. |
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Unsatisfactory |
All seven steps are not complete. The main idea and supporting evidence are not correct. The summary does not follow the rules of summary writing: e.g., in your own words, contains most important information. Reaction is too brief, superficial, and does not contain evidence of critical reading. |
Sample Activity:
Purpose: To practice reading strategies, develop the habit of reading, increase reading stamina, and improve reading comprehension. The reading journal is designed to allow students to customize and to think more deeply about their reading. The journal will help students to remember what they have read, highlight important moments from the reading, think through the reading and to develop an interest in the reading. In order to be successful in this endeavor, students must spend time with their reading. They must be able to remember what they have read and think critically about the reading. Critical reading means you are able to synthesize, evaluate, analyze, apply, interpret, and translate your reading. See attached sheet for more information.
Directions:
In your blue book:
1. State the name and the author of the book you are reading.
2. Every time you read write down the date, number of pages read, and the amount of time you spent reading e.g. 11/27/01, 10 minutes, 6 pages.
3. At the end of the week, total the number of pages you have read. You should be reading a minimum of 30 pages a week.
4. Write a summary of what you read. Your summary should include major events and characters. Summaries do not contain opinion and should be written in complete sentences. Reread you summary to make sure it makes sense.
5. Respond to what you have read. You may respond
in a variety of ways but do not simply
summarize what you have read. You
may tell why you liked the reading or why you didn’t like it. You can tell what you are learning about the
characters in the novel. You can make a
connection between this section of the reading and something else that you
noticed in the novel. You may make
predictions based on the ideas in the selection. You may ask questions about parts that you
don’t understand or about why characters are acting in a certain way. You can tell how the passage made you
feel. Or you may relate a story in your
life that is similar to something from that section. Remember:
comment, predict, relate, question, but don’t summarize.
Good ways to begin your response are
I think This passage is I remember I agree
I like This seems This passage reminds me
I don’t like I guess I don’t understand I don’t agree
I wonder This shows that I am surprised I predict
Rubric:
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Excellent |
All parts of reading log are complete. A minimum of 30 pages read every week. Log is turned in on time. The summary is thorough, well written, and is written in the students own words. Reaction is thoughtful and contains evidence of critical reading. |
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Satisfactory |
All parts of reading log are complete. A minimum of 30 pages are read every week. Log is turned in on time. The summary is essentially correct but is not entirely stated in the student’s own words. Reaction is thoughtful and contains some evidence of critical reading. |
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Unsatisfactory |
All parts of reading log are not complete. Fewer than 30 pages have been read. Log is not turned in on time. The summary does not follow the rules of summary writing: e.g. in your own words and contains most important information. Reaction is too brief, superficial, and does not contain evidence of critical reading. |
Name:_________________________
Class:_________________________(Day
and Time)
Book:_________________________
Author:________________________
Date Minutes # of Pages
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