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A systematic process of teaching and learning
that integrates curriculum goals, objectives, and strategies that
maximize the attainment of measurable learning outcomes.
COURSE TITLE:
Developmental Reading II
COURSE NUMBER:
REA 1203
INSTRUCTOR:
Martha Lightsey, Wanda Hart
CATALOG DESCRIPTION:
REA 1203
Developmental Reading II
- This course is designed to provide specific skill practice
for students whose reading skills are below college level.
Special areas of emphasis:
literal and inferential comprehension, purpose and tone, and
recognizing propaganda. Three
semester hours of institutional credit.
TEXTBOOK:
Title: Ten
Steps To Improving College Reading
Skills
Author: John Langan
Publisher:
Townsend Press
Edition: Third Edition
REQUIRED SUPPLEMENTARY MATERIALS: Folder
with printed materials from Co-Lin Bookstore, paper, pencil
COURSE CREDIT:
Three semester hours
GRADING SCALE:
A = 90 – 100
B =
80 – 89
C =
70 – 79
D =
65 – 69
F =
64 & below
SPECIAL COURSE ENTRANCE REQUIREMENTS:
A student is included if they score 14 or 15 on the ACT
Reading subtest/ and raw score 14 or below on the REA 1203 Reading
Program Comprehension Test.
SPECIAL COURSE EXIT REQUIREMENTS: Exit requires a grade of C (70 percent) or better in the
course. Possible grades
are: A, B, C, D, or F. Course grade is determined by a point system weighing
performance in four areas including text, lab, post-test growth and
current events.
OVERALL COURSE GOAL:
Students will increase in reading ability to eleventh grade
level and/or achieve mastery of exit requirements by earning at
least 280 of 400 total points (70%) in four performance areas.
TESTS:
Nine-ten textbook tests (objective)
Text pre/post
REA 1203 Comprehension
6-7 current events tests (objective)
UNIT GOALS:
Vocabulary in Context:
1.
The student will use context to understand the meaning of
unfamiliar words.
2.
Main Ideas: The
student will gain a sense of the key parts in any communication:
topic, main
idea about the topic and the supporting details that develop the
main idea.
3.
Supporting details:
Students will learn outlining, mapping and summarizing.
4.
Implied Main Ideas and the Central Point:
Students will learn to recognize and state implied main ideas
and to recognize the main idea or
central point of an entire selection.
5.
Relationships I: Students learn how transitions and patterns
of organization show
relationships that involve addition and time.
6.
Relationships II: Students learn how transitions and patterns of organization
show
relationships that involve examples, comparison or contrast,
and cause and effect.
7.
Fact and Opinion: The student will learn to distinguish fact
from opinion and will practice writing and recognizing both.
8.
Inferences: The
student will learn what inferences are and will practice recognizing
logical
inferences.
9.
Purpose and Tone:
The student will become aware that purpose and tone underlie
all
written material and will practice recognizing various
purposes and tones.
10. Argument:
The student will practice identifying the basis of a good
argument and will learn to recognize common errors in reasoning.
TEACHING METHODS:
The following methods will be employed:
computer-assisted instruction
massive reading practice
independent study
lecture
silent sustained reading
MEASURABLE OBJECTIVES TO BE ACCOMPLISHED
IN THIS CLASS:
1.
The student will complete nine chapters in the textbook by
working all practices and tests as assigned.
2.
The student will read and discuss/hear discussion on articles
of current interest and complete tests over these articles
periodically.
3.
The student will meet fourteen (14) 50 minute structured labs
of C.A.I., completing instructional and test components.
4.
The student will meet attendance goals as specified in the
Co-Lin attendance policy.
5.
The student will achieve an overall average of 70 or above on
work described in 1-3 above.
EVALUATION PROCEDURE:
Students will be evaluated in four areas:
assignments, including homework, text, and unit quizzes; lab;
post test; and current events.
The mastery level is 70%.
Weight of the four areas in evaluation shall be 25% each.
ARE PRE/POST TEST PROCEDURES USED? YES X
NO____
Each student is administered the traditional
Co-Lin REA 1203 Comprehension Test (Form A) the first day of class
and the Form B during the final weeks.
Disability Statement
If a student has a disability that qualifies
under the Americans with Disabilities Act and requires
accommodations, he/she should contact the Office of Disability
Support Services for information on appropriate forms, policies and
procedures. Direct any
correspondence to Tina Chisholm or call 643-8401; FAX 643-8240
Developmental Reading I
REA 1104
Catalog
Description: This
course is designed to give extensive practice in basic word
relationships with emphasis on massive reading practice, vocabulary
development and reading comprehension skills.
Four semester hours of institutional credit.
Textbook:
Title: Ten
Steps to Building College Reading
Skills
Author: John Langan
Publisher:
Townsend Press
Edition: Third
Required
Materials:
Folder with printed materials and name label from Co-Lin
Bookstore
Textbook (new)
Course
Credit:
4 semester hours
Special
Course Entrance Requirements:
A student is included when they score below 14 on ACT
Reading Subtest score/and if they make a raw score of
28 or below on the traditional Co-Lin REA 1104 Comprehension test
(Form A).
Special Course
Exit Requirements:
Exit requires a grade of C (70 percent) or better in the
course. Possible grades are: A,
B, C, D, or F. Course
grade is determined by a point system weighing performance in four
areas: text, lab,
post-test growth, and current events.
Overall
Course Goal: Students
will increase in reading ability to ninth grade level and/or achieve
mastery of exit requirements by earning at least 280 of 400 total
points in the four performance areas.
Unit
Goals:
1.
Clearing Thinking: This includes high-interest activities
that will help students learn the basics of clear and logical
thought.
2.
Vocabulary in Context: The student will use context clues to
save time when reading, to improve understanding of what they read,
and to expand their vocabulary through workbook activities, reading
selections, and silent sustained reading.
3.
Main Ideas: The student will differentiate between general
and specific terms and will recognize appropriate topics of reading
selections through categorizing groups of items as most general,
less general and most specific; or as too broad, topic, and too
narrow.
4.
Supporting Details: Given a topic sentence followed by two
supporting details and one detail that does not add support, the
student will demonstrate understanding of supporting details by
recognizing the unsupportive statement.
5.
Locations of Main Ideas: Given five different possible
locations of the topic sentence, the student will find the topic
sentence through practice with a series of paragraphs of increasing
difficulty.
6.
Implied Main Ideas: Through practice with dozens of
paragraphs, the student will learn how to figure out the main ideas
in paragraphs that have no topic sentence.
7.
Relationships I: Two methods to show relationships and make
ideas clear are experienced in Chapter 7. Also explained are two
common types of relationships: addition and time relationships.
8.
Relationships II: The student will recognize three more types
of relationships: examples, comparison/contrast, and cause and
effect.
9.
Inferences: The student will be given examples and explanation of
inferences previously referred in the text followed by practice in
drawing inferences. The student will discover ideas that are not
stated directly.
10. Active
Reading: The goal of this chapter is to make the student able to
apply all of the previous reading skills, as needed.
The student will practice on short passages like those in
standardized tests.
Teaching
Methods:
massive reading practice
lecture
drill in specific skills
group activities
computer-assisted instruction
Evaluation
Procedure: Students
will be evaluated in four areas:
text, including homework, classwork, and unit quizzes;
reading of selected current events; lab; and post test.
The mastery level is 70%.
Weight of the four areas in evaluation shall be 25% each.
Are pre/post test procedures used? Yes
Students take text pre/post tests as well as
the traditional REA 1104 comprehension pre/post tests.
Instructor:
Martha Lightsey and Wanda Hart
Disability
Statement
If a student
has a disability that qualifies under the Americans with
Disabilities Act and requires accommodations, he/she should contact
the Office of Disability Support Services for information on
appropriate forms, policies and procedures.
Direct any correspondence to Tina Chisholm or call 643-8401;
FAX 643-8240
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