73858738Academic Reading Foundations 3 - Survey
Course Information
Description
This semester-long course builds skills in decoding, fluency, dictionary use, vocabulary development, and reading comprehension for learners whose goal is to enroll in higher-level development or college-level courses; to pass the GED/HSED; or to achieve personal, work, civic, or family goals. Learners receive one-on-one instruction tailored to individual needs.
Total Credits
2
Course Competencies
  1. Employ reading strategies to process written materials
    Assessment Strategies
    in a learning center
    Criteria
    you select/adjust reading rate strategies and techniques to purpose and difficulty of material
    you apply word recognition skills using a variety of strategies including rereading, finding context clues, applying phonemic awareness strategies, and analyzing word structures
    you infer the meaning of unfamiliar words in the context of a passage by examining known words, phrases and structures
    you comprehend reading by using strategies: activating prior knowledge, establishing purpose, self-correcting, self-monitoring, rereading, making predictions, finding context clues, developing visual images, applying knowledge of text structures, etc
    you read aloud and silently with level-appropriate fluency and accuracy
    you relate how written texts and visual representation connect to create meaning
    you select, summarize, paraphrase, analyze, and evaluate passages chosen for specific purposes
    you demonstrate phonemic awareness by using letter/sound relationships as aids to pronouncing and understanding unfamiliar words and text
    you use knowledge of sentence and word structure, word origins, visual images and context clues to understand unfamiliar words and clarify passages of text
    you use knowledge of visual features of text, such as headings and bold face print, and structures of text, such as chronology and cause-and-effect, as aids to comprehension
    you establish purposeful reading by using texts to find information, gain understanding of diverse viewpoints, make decisions, and enjoy the experience of reading

  2. Interpret a range of culturally diverse printed and electronically generated materials
    Assessment Strategies
    in a learning center
    Criteria
    you analyze and evaluate printed materials and resources
    you demonstrate inferential comprehension skills
    you identify the defining features and structure of literary texts, such as conflict, representation of character, and point of view
    you analyze the effect of characters, plot, setting, language, topic, style, purpose, and point of view
    you provide interpretive responses to literary and nonliterary texts representing culturally diversified materials
    you draw on a broad base of knowledge about the themes, ideas, and insights while reading, interpreting, and reflecting on written material
    you evaluate themes and main ideas considering audience and purpose

  3. Read to acquire information
    Assessment Strategies
    in a learning center
    Criteria
    you apply information to create products, processes, solutions to problems, such as mathematical word problems, charts, graphs, flow charts, graphic organizers, schedules, budgets
    you identify a topic of interest then seek information by investigating available resources, such as newspaper, phone book, map, Internet websites
    you apply information to solve problems or make decisions in relationship to health care, finance, education, family, and employment
    you interpret and use technical resources such as charts, tables, travel schedules, timelines, and manuals
    you compare, contrast, and evaluate the relative accuracy and usefulness of information from different sources
    you identify and explain information, main ideas, and organization found in a variety of informational passages
    you distinguish between the facts found in documents, narratives, charts, maps, tables and other sources and draw generalizations and interpretations
    you adjust reading pace (skimming, scanning, and reading) to readability of text and purpose

  4. Develop vocabulary of words, phrases, and idioms to improve understanding
    Assessment Strategies
    in a learning center
    Criteria
    you relate functional, occupational, technical and content specific vocabulary to the reading task
    you use knowledge of roots, prefixes, and suffixes to interpret and convey the meaning of words and build vocabulary
    you identify the common figures of speech and use to build vocabulary
    you use functional, occupational, technical and content specific vocabulary
    you apply structural word analysis strategies
    you use contextual cues
    you consult dictionaries, glossaries, handbooks, and grammar texts when needed
    you explain how writers chose words purposely and use figurative language such as similes, metaphors, personification, hyperbole, and allusion to achieve specific effects
    you evaluate the use of words in communications designed to inform, explain, and persuade

  5. Use a variety of informational resources to make decisions
    Assessment Strategies
    in a learning center
    Criteria
    you evaluate resources appropriate to a particular task
    you identify book features including table of contents, glossary, and index to locate information
    you use multiple sources to identify and locate information pertinent to an investigative search including encyclopedias, almanacs, dictionaries, library catalogs, indexes to periodicals, various electronic search engines, fact books, pamphlets, and technical manual
    you locate and use specific resource materials
    you compile, organize, and evaluate information, and summarize what has been learned
    you access information using electronic reference resources, such as library catalog, encyclopedias, almanacs, and indexes
    you identify the intent or appeal behind products and messages promoted via media
    you recognize propaganda techniques
    you identify images, symbols, and icons central to particular messages
    you recognize common structural features found in print and broadcast advertising
    you identify and explain the use of stereotypes and biases evident in various media
    you compare the effect of particular symbols, icons, and images seen in various media
    you develop criteria for selecting or avoiding specific broadcast programs, visual media, and periodicals

  6. Develop responsibility for self-directed learning
    Assessment Strategies
    in a learning center
    Criteria
    you self-assess your level or responsibility for self-directed learning
    goal plan specifies strategies for achieving self-directed learning
    goal plan specifies measures for success
    goal plan specifies a timeline for meeting goals