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