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