| A | B | C | D | E | F | G | H | I | J | K | L | M | N | ||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
1 | Unit | Topic | Learning Objective | College English Readiness/ACT English Readiness | English Units 1-5 | English Units 6-10 | English Units 1-2 | English Units 3-4 | English Units 5-7 | Grammar Readiness | Reading Readiness | Writing Readiness | GED/HiSET English Prep / TABE D-A English Reading and Language | ||
2 | 1 | Introduction to College Reading and Writing | |||||||||||||
3 | Reading | ||||||||||||||
4 | Use context clues to define unknown vocabulary in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
5 | Recognize the difference between stated facts and opinions in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
6 | Use word parts to define unknown vocabulary in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
7 | Identify the author's intended purpose. | Yes | Yes | Yes | Yes | Yes | |||||||||
8 | Identify the author's intended audience | Yes | Yes | Yes | Yes | ||||||||||
9 | Identify the topic sentence in a paragraph. | Yes | Yes | Yes | Yes | Yes | |||||||||
10 | Identify the author of a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
11 | Writing | ||||||||||||||
12 | Revise, edit, and proofread your writing to make it more effective. | Yes | Yes | Yes | Yes | Yes | |||||||||
13 | Develop an effective topic sentence. | Yes | Yes | Yes | Yes | Yes | |||||||||
14 | Grammar | ||||||||||||||
15 | Use prepositional phrases in a sentence. | Yes | Yes | Yes | Yes | ||||||||||
16 | Identify the subject and main verb in a sentence. | Yes | Yes | Yes | Yes | ||||||||||
17 | Identify the correct end punctuation to use in a sentence. | Yes | Yes | Yes | Yes | ||||||||||
18 | 2 | Identifying Main Ideas | |||||||||||||
19 | Reading | ||||||||||||||
20 | Identify supporting details in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
21 | Locate the stated main idea by identifying the topic and what the author is saying about the topic. | Yes | Yes | Yes | Yes | Yes | |||||||||
22 | Use word parts to define unknown vocabulary in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
23 | Use context clues to define unknown vocabulary in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
24 | Writing | ||||||||||||||
25 | Develop a thesis statement with supporting ideas. | Yes | Yes | Yes | Yes | Yes | |||||||||
26 | Identify the three questions used to develop a thesis statement. | Yes | Yes | Yes | Yes | Yes | |||||||||
27 | Grammar | ||||||||||||||
28 | Identify run-on sentences. | Yes | Yes | Yes | Yes | ||||||||||
29 | Identify comma splices. | Yes | Yes | Yes | Yes | ||||||||||
30 | Correct run-on sentences. | Yes | Yes | Yes | Yes | Yes | |||||||||
31 | Identify sentence fragments. | Yes | Yes | Yes | Yes | ||||||||||
32 | Correct comma splices. | Yes | Yes | Yes | Yes | Yes | |||||||||
33 | Correct sentence fragments. | Yes | Yes | Yes | Yes | Yes | |||||||||
34 | 3 | Discovering Implied Meaning | |||||||||||||
35 | Reading | ||||||||||||||
36 | Identify the cultural context of a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
37 | Identify the author's point of view in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
38 | Use word parts to define unknown vocabulary in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
39 | Use context clues to define unknown vocabulary in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
40 | Identify the implied main idea in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
41 | Identify minor supporting details in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
42 | Identify major supporting details in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
43 | Writing | ||||||||||||||
44 | Write an implied thesis statement in response to a narrative prompt. | Yes | Yes | Yes | Yes | ||||||||||
45 | Use referents to create coherence in writing. | Yes | Yes | Yes | Yes | Yes | |||||||||
46 | Develop topic sentences supporting an implied thesis statement. | Yes | Yes | Yes | Yes | Yes | |||||||||
47 | Use transition words to create coherence in writing. | Yes | Yes | Yes | Yes | Yes | |||||||||
48 | Grammar | ||||||||||||||
49 | Use consistent verb tense to create coherence in writing. | Yes | Yes | Yes | Yes | Yes | |||||||||
50 | Identify future tense. | Yes | Yes | Yes | Yes | ||||||||||
51 | Identify past tense. | Yes | Yes | Yes | Yes | ||||||||||
52 | Identify present tense. | Yes | Yes | Yes | Yes | ||||||||||
53 | Use correct subject-verb agreement to create coherence in writing. | Yes | Yes | Yes | Yes | Yes | |||||||||
54 | 4 | Interpreting Bias | |||||||||||||
55 | Reading | ||||||||||||||
56 | Identify and correct faulty parallelism in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
57 | Identify subtext in a reading by making inferences and drawing conclusions. | Yes | Yes | Yes | Yes | Yes | |||||||||
58 | Outline a reading to identify the main idea and major details. | Yes | Yes | Yes | Yes | Yes | |||||||||
59 | Use context clues to define unknown vocabulary in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
60 | Use word parts to define unknown vocabulary in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
61 | Writing | ||||||||||||||
62 | Use transitional words and phrases within a multi-paragraph essay. | Yes | Yes | Yes | Yes | Yes | |||||||||
63 | Identify pattern transitions within a multi-paragraph essay. | Yes | Yes | Yes | Yes | Yes | |||||||||
64 | Grammar | ||||||||||||||
65 | Use commas correctly with introductory phrases. | Yes | Yes | Yes | Yes | ||||||||||
66 | Identify adjectives and adverbs in a reading. | Yes | Yes | Yes | Yes | ||||||||||
67 | Use adjectives and adverbs to create more detailed sentences. | Yes | Yes | Yes | Yes | ||||||||||
68 | Use commas correctly with transitions. | Yes | Yes | Yes | Yes | Yes | |||||||||
69 | 5 | Analysis Through Definition | |||||||||||||
70 | Reading | ||||||||||||||
71 | Use word parts to define unknown vocabulary in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
72 | Identify objective language | Yes | Yes | Yes | Yes | Yes | |||||||||
73 | Identify the denotative meaning of complex terms. | Yes | Yes | Yes | Yes | Yes | |||||||||
74 | Identify informal definitions. | Yes | Yes | Yes | Yes | Yes | |||||||||
75 | Identify the connotative meaning of complex terms. | Yes | Yes | Yes | Yes | Yes | |||||||||
76 | Use context clues to define unknown vocabulary in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
77 | Identify subjective language. | Yes | Yes | Yes | Yes | Yes | |||||||||
78 | Identify formal definitions. | Yes | Yes | Yes | Yes | Yes | |||||||||
79 | Identify extended definitions. | Yes | Yes | Yes | Yes | Yes | |||||||||
80 | Writing | ||||||||||||||
81 | Identify the four components of an effective introductory paragraph. | Yes | Yes | Yes | Yes | Yes | |||||||||
82 | Create a hook for an introductory paragraph. | Yes | Yes | Yes | Yes | Yes | |||||||||
83 | Identify and create compound sentences. | Yes | Yes | Yes | Yes | ||||||||||
84 | Identify and create simple sentences. | Yes | Yes | Yes | Yes | ||||||||||
85 | Identify and create compound-complex sentences. | Yes | Yes | Yes | Yes | Yes | |||||||||
86 | Identify and create complex sentences. | Yes | Yes | Yes | Yes | Yes | |||||||||
87 | Grammar | ||||||||||||||
88 | Use first-, second-, and third-person pronouns correctly. | Yes | Yes | Yes | Yes | ||||||||||
89 | Correctly match pronouns and antecedents by number and gender. | Yes | Yes | Yes | Yes | Yes | |||||||||
90 | Use commas correctly in a series. | Yes | Yes | Yes | Yes | ||||||||||
91 | 6 | Learning Across Disciplines | |||||||||||||
92 | Reading | ||||||||||||||
93 | Use word parts to define unknown vocabulary in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
94 | Identify the intended audience of a particular discipline and how it shapes the text. | Yes | Yes | Yes | Yes | ||||||||||
95 | Understand how an author's purpose shapes the content and delivery. | Yes | Yes | Yes | Yes | Yes | |||||||||
96 | Compare discipline-specific features between and within different texts. | Yes | Yes | Yes | Yes | Yes | |||||||||
97 | Use context clues to define unknown vocabulary in a reading. | Yes | Yes | Yes | Yes | Yes | |||||||||
98 | Writing | ||||||||||||||
99 | Identify the elements in MEAL (Main point, Evidence, Analysis, and Linking) in a body paragraph in an analysis essay. | Yes | Yes | Yes | Yes | Yes | |||||||||
100 | Develop a conclusion that evokes the main idea without repeating it. | Yes | Yes | Yes | Yes | Yes |