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Active as of Summer Session 2012
I. General Information
1. Course Title:
Reading I
2. Course Prefix & Number:
READ 0591
3. Course Credits and Contact Hours:
Credits: 5
Lecture Hours: 5
4. Course Description:
This course is designed for students who wish to improve their basic reading skills. Coursework includes developing a set of strategies for reading and responding to different types of college textbooks reading with an emphasis on general comprehension of written material, vocabulary development, and effective reading and study techniques. A combination of individual and group work will use both printed materials and computers.
5. Placement Tests Required:
| Accuplacer (specify test): |
Accuplacer Score |
Score: |
32 |
6. Prerequisite Courses:
READ 0591 - Reading I
There are no prerequisites for this course.
9. Co-requisite Courses:
READ 0591 - Reading I
There are no corequisites for this course.
II. Transfer and Articulation
1. Course Equivalency - similar course from other regional institutions:
St. Cloud Technical & Community College, READ 0300/Reading & Vocabulary, 3 credits
Alexandria Technical College, READ 0098/Critical Reading Skills, 3 credits
III. Course Purpose
Other - If this course is not required in a program or is not part of the MN Transfer Curriculum, it may be used for the purpose(s) listed below:
Developmental Course
IV. Learning Outcomes
1. College-Wide Outcomes
| College-Wide Outcomes/Competencies |
Students will be able to: |
| Demonstrate oral communication skills |
Demonstrate communication and listening skills by asking questions, annotating and note taking. |
| Demonstrate written communication skills |
Summarize key concepts using assessment strategies consistent with individual learning styles. |
| Demonstrate reading and listening skills |
Adjust reading rate to the difficulty of reading materials and purpose of reading.
|
2. Course Specific Outcomes - Students will be able to achieve the following measurable goals upon completion of
the course:
- Recognize patterns of organization in reading.
- Recognize & apply active reading techniques.
- Demonstrate effective vocabulary-building techniques for reading fluency.
- Identify the general sense/main idea of a sentence or passage.
- Examine & assess personal reading strengths & weaknesses.
- Understand learning styles.
- Understand the value & purpose of developing reading & vocabulary skills.
- Utilize the dictionary effectively.
- Adjust reading rate to the difficulty of reading materials & purpose of reading.
- Develop a favorable, positive attitude toward reading.
- Identify and apply textbook reading skills.
- Apply critical reading strategies (inferences, purpose & tone, fact vs. opinion).
- Utilize Internet for resources and research.
- Identify in class success behaviors.
- Identify out of class success behaviors.
V. Topical Outline
Listed below are major areas of content typically covered in this course.
1. Lecture Sessions
- Adopting Success Behaviors
- Success Behaviors in the Classroom
- Six behaviors are identified for success in the classroom
- Students identify their success behaviors in the classroom
- Success Behaviors Outside the Classroom
- Six behaviors are identified for success outside of the classroom
- Students identify their success behaviors outside the classroom
- Acquiring Basic Vocabulary Tools
- Context Clues
- Dictionary
- The Three Most Important Dictionary Skills
- Types of Dictionaries
- How to Locate a Word in a Dictionary
- Alphabetical Order
- How to Locate a Word You Can’t Spell
- Guidewords
- Information You Find When You Look Up a Word
- Synonyms and the Thesaurus
- Denotations and Connotations
- Selecting Words and Coding Them into Memory: Brain-Friendly Approaches
- Commonly confused/misused words
- Homonyms
- One Word or Two?
- Acquiring Basic Comprehension Tools
- Sentences & Punctuation Marks
- Parts of Speech
- Understanding Sentences
- Compound Sentences and Complex Sentences
- Punctuation Marks
- Summary Chart of Sentences Patterns
- Topic
- Paragraphs and Topics
- Determining the Topic of a Paragraph
- The Difference between General and Specific
- Main Idea
- The Structure of a Paragraph
- The Stated Main Idea Sentence of a Paragraph
- Locating the Stated Main idea Sentence in a Paragraph
- Reasoning Out Additional Clues to the Stated Main Idea of a Paragraph
- The Rest of the Sentences in a Paragraph
- Seeing Connection between the Topic and the Stated Main Idea Sentence
- Other Things to Keep in Mind about Main Ideas
- Supporting Details
- Supporting Details in a Paragraph
- Reasoning Out the Characteristics of Supporting Details
- Implied Main Idea
- Implied Main Idea Sentences
- Reasoning Out Three Ways to Formulate Implied Main Idea Sentences
- Remembering the Three Formulas
- Author’s Writing Patterns
- Five Common Writing Patterns
- Reasoning Out Five Common Writing Patterns
- Summary Chart of Pattern Clues
- Other Words that Signal Organization
- Reading & Marking Textbook Assignments
- Getting an Overview of Your Textbooks
- Approaching College Textbook Assignments
- Marking and Annotating Textbooks
I. General Information
1. Course Title:
Reading I
2. Course Prefix & Number:
READ 0591
3. Course Credits and Contact Hours:
Credits: 5
Lecture Hours: 5
4. Course Description:
This course is designed for students who wish to improve their basic reading skills. Coursework includes developing a set of strategies for reading and responding to different types of college textbooks reading with an emphasis on general comprehension of written material, vocabulary development, and effective reading and study techniques. A combination of individual and group work will use both printed materials and computers.
5. Placement Tests Required:
| Accuplacer (specify test): |
Accuplacer Score |
Score: |
32 |
6. Prerequisite Courses:
READ 0591 - Reading I
There are no prerequisites for this course.
9. Co-requisite Courses:
READ 0591 - Reading I
There are no corequisites for this course.
II. Transfer and Articulation
1. Course Equivalency - similar course from other regional institutions:
St. Cloud Technical & Community College, READ 0300/Reading & Vocabulary, 3 credits
Alexandria Technical College, READ 0098/Critical Reading Skills, 3 credits
III. Course Purpose
3. Other - If this course does NOT meet criteria for #1 or #2 above, it may be used for the purpose(s) selected below:
Developmental Course
IV. Learning Outcomes
1. College-Wide Outcomes
| College-Wide Outcomes/Competencies |
Students will be able to: |
| Demonstrate oral communication skills |
Demonstrate communication and listening skills by asking questions, annotating and note taking. |
| Demonstrate written communication skills |
Summarize key concepts using assessment strategies consistent with individual learning styles. |
| Demonstrate reading and listening skills |
Adjust reading rate to the difficulty of reading materials and purpose of reading.
|
2. Course Specific Outcomes - Students will be able to achieve the following measurable goals upon completion of
the course:
- Recognize patterns of organization in reading.
- Recognize & apply active reading techniques.
- Demonstrate effective vocabulary-building techniques for reading fluency.
- Identify the general sense/main idea of a sentence or passage.
- Examine & assess personal reading strengths & weaknesses.
- Understand learning styles.
- Understand the value & purpose of developing reading & vocabulary skills.
- Utilize the dictionary effectively.
- Adjust reading rate to the difficulty of reading materials & purpose of reading.
- Develop a favorable, positive attitude toward reading.
- Identify and apply textbook reading skills.
- Apply critical reading strategies (inferences, purpose & tone, fact vs. opinion).
- Utilize Internet for resources and research.
- Identify in class success behaviors.
- Identify out of class success behaviors.
V. Topical Outline
Listed below are major areas of content typically covered in this course.
1. Lecture Sessions
- Adopting Success Behaviors
- Success Behaviors in the Classroom
- Six behaviors are identified for success in the classroom
- Students identify their success behaviors in the classroom
- Success Behaviors Outside the Classroom
- Six behaviors are identified for success outside of the classroom
- Students identify their success behaviors outside the classroom
- Acquiring Basic Vocabulary Tools
- Context Clues
- Dictionary
- The Three Most Important Dictionary Skills
- Types of Dictionaries
- How to Locate a Word in a Dictionary
- Alphabetical Order
- How to Locate a Word You Can’t Spell
- Guidewords
- Information You Find When You Look Up a Word
- Synonyms and the Thesaurus
- Denotations and Connotations
- Selecting Words and Coding Them into Memory: Brain-Friendly Approaches
- Commonly confused/misused words
- Homonyms
- One Word or Two?
- Acquiring Basic Comprehension Tools
- Sentences & Punctuation Marks
- Parts of Speech
- Understanding Sentences
- Compound Sentences and Complex Sentences
- Punctuation Marks
- Summary Chart of Sentences Patterns
- Topic
- Paragraphs and Topics
- Determining the Topic of a Paragraph
- The Difference between General and Specific
- Main Idea
- The Structure of a Paragraph
- The Stated Main Idea Sentence of a Paragraph
- Locating the Stated Main idea Sentence in a Paragraph
- Reasoning Out Additional Clues to the Stated Main Idea of a Paragraph
- The Rest of the Sentences in a Paragraph
- Seeing Connection between the Topic and the Stated Main Idea Sentence
- Other Things to Keep in Mind about Main Ideas
- Supporting Details
- Supporting Details in a Paragraph
- Reasoning Out the Characteristics of Supporting Details
- Implied Main Idea
- Implied Main Idea Sentences
- Reasoning Out Three Ways to Formulate Implied Main Idea Sentences
- Remembering the Three Formulas
- Author’s Writing Patterns
- Five Common Writing Patterns
- Reasoning Out Five Common Writing Patterns
- Summary Chart of Pattern Clues
- Other Words that Signal Organization
- Reading & Marking Textbook Assignments
- Getting an Overview of Your Textbooks
- Approaching College Textbook Assignments
- Marking and Annotating Textbooks