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Reading
Learners will:
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read with understanding for a variety of purposes, using a variety of texts.
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recognize that reading is a process of constructing meaning between self and text.
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apply a variety of reading strategies.
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read and integrate information from several sources.
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demonstrate reading strategies and new knowledge, thoughts, or feelings gained from reading.
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Writing
Learners will:
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identify a variety of purposes, audiences, and formats for writing.
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adapt and prepare a writing process that is appropriate for the purpose of a particular writing task.
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use a variety of writing strategies.
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integrate information from a variety of sources to write for inquiry or research.
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write for a variety of purposes and audiences.
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Listening
Learners will:
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identify a variety of purposes for listening.
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recognize that listening is an active process of constructing meaning.
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demonstrate appropriate behaviours of effective listeners while completing a variety of listening activities.
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Speaking
Learners will:
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speak for a variety of purposes and audiences.
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recognize that speaking is a process as well as a tool for communicating, thinking, and learning.
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practise appropriate behaviours of effective speakers and complete a variety of speaking activities.
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Learning Outcome #1: Learners will read with understanding for a variety of purposes using a variety of texts.
Content/Generic Skills |
Instructor Notes |
Create and maintain a reading log. (CCT) (IT) (C) |
Learners will:
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See Chapter 6, Part Five for examples of reading logs.
Refer to Tip 1.1 |
Set and monitor learning goals for reading. (LL) (CCT) |
Learners will:
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Set learning goals for reading.
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Reassess strengths and areas for further development throughout the course.
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Identify special learning needs and advocate for self to have needs addressed.
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Adjust learning goals as required.
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Refer to Tip 1.2 |
Read for personal enrichment and maintain a reflective journal. (LL) (VaD) (CCT) |
Learners will:
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Identify reading materials of personal interest.
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Reflect on reading selections and relate to personal experience.
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Compare and contrast own ideas, experiences, and values with those presented in texts.
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Communicate an example of how a reading selection affected their personal perspective.
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See Learning Outcome #5 and Chapter 6, Part 5 for further information about the use of the reflective journal. |
Read to improve community membership.
(C) (N) (CCT) (LL) |
Learners will:
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Read to improve
employ-ability. (IT) (LL) (N) (TL) (V) (R) |
Learners will:
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Summarize and synthesize information in print and non-print media related to employment (e.g., videos, newspaper advertisements, Internet advertisements, information about job-readiness and job-hunting, workplace materials such as WHMIS).
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These skills may be integrated with and developed through activities in other courses such as Life/Work Studies. |
Read to meet requirements of further studies. (LL) (CCT)
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Learners will:
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Describe elements of descriptive, narrative, expository, and persuasive texts (e.g., choice of vocabulary, tone, symbols used, images created).
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Identify the structure and characteristics of an essay, short story, or novel (e.g., setting, character, theme, plot development, point of view, style).
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Identify examples of figurative language (e.g., similes, metaphors, personification, hyperbole).
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Demonstrate a variety of strategies for reading across the curriculum (e.g., predicting, decoding, think-alouds, questioning, charting, mapping and evaluating).
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Identify and practise reading strategies related to test-taking (e.g., highlighting key words in test questions; strategies for answering short answer, essay or multiple-choice questions).
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Assessment Reflections:
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Did I emphasise that reading is an important means of coming to know, that it is personal, and that it plays an important role in all content area learning? (LL) (C)
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Did I invite learners to bring reading materials found in their homes, communities or workplaces? Did I incorporate these materials in the learning activities in the classroom?
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Did I help my learners to set purposes for reading, and did I communicate to them that the most important factor influencing their learning is what they already know? (LL)
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Did I encourage my learners to interact and to reflect on initial associations? Did I model reflective questioning and show them how to weigh, reject, accept, revise, and integrate ideas? (VaD) (CCT) (C) (IT)
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1.1) Options to sharing talking circles might include an interactive journal between the instructor and learner, an email discussion between two learners, or discussions between the learner and a friend or family member. The learner would need to provide “evidence” that the discussions occurred outside of the classroom. In individualized classrooms, learners could discuss learnings from whichever selections they are reading, even if the selections are not the same or at the same level of difficulty.
1.2) Regularly scheduled meetings between instructor and learner allow the learner to reflect upon learning, assess progress towards learning goals, and adjust his goals as required. These meetings are also opportunities for the instructor to provide feedback on progress.
Learning Outcome #2: Learners will recognize that reading is a process of constructing meaning between self and text.
Content/Generic Skills |
Instructor Notes |
Interpret information literally. (CCT) (LL) |
Learners will:
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Use a variety of reading materials, fiction, and non-fiction, to develop literal reading skills.
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Identify subject/topic, main ideas, supporting ideas and sequence in a variety of reading materials.
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Summarize key messages in text.
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Follow multi-step written instructions in documents or forms (e.g., leave of absence forms, Employment Insurance forms, and rental applications).
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Read to locate specific information in longer texts.
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Refer to Tip 2.1 |
Make inferences by using prior knowledge and synthesizing information. (CCT) (VaD)
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Learners will:
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Use prior knowledge to make inferences.
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Use context clues to make inferences.
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Confirm or revise inferences.
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Compare and contrast own ideas, experiences, and values with those presented texts.
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Make judgements and draw conclusions.
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Discuss the effect that the reader’s emotions, personal biases, and perspectives have on conclusions drawn.
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The text + prior knowledge = inference
Refer to Tips 2.2, 2.3 and 2.4 |
Analyse selections to determine author’s audience, purpose, bias, and/or point of view. (CCT) (VaD) |
Learners will:
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Discriminate between fact, opinion, and inference.
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Identify author’s purpose and intended audience, basing opinions on evidence from the text (e.g., form, structure, style, vocabulary).
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Analyse text and information about the author to determine author’s point of view or bias.
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Analyse propaganda techniques. (LL) (TL) (CCT) (V) |
Learners will:
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Identify propaganda techniques used in a variety of texts (e.g., in essays, videos, newspaper articles, magazine or billboard advertisements, the Internet, cartoons).
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Explain the role that symbols or visual images play in propaganda messages.
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Identify and evaluate the claims and evidence in the message.
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Analyse how media messages are created to appeal to viewers’ emotions.
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Analyse the effectiveness of the propaganda message.
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Refer to Tip 2.5
Refer to Tip 2.6 |
Assessment Reflections:
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Did I provide opportunities to read a variety of texts? (VaD)
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Did I support readers as they interacted with a variety of text materials? (C)
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Did I allow learners to choose reading materials that best suit their needs? (LL)
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Did I provide opportunities for learners to meet and discuss reading material? (IT)
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Did I model reading, interacting with text, and creating personal meaning?
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Did I provide opportunities to review progress and reassess learning goals? (LL)
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2.1) Developing the ability to decode and to comprehend text depends on:
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the structure of the text (familiarity of structure, clarity of presentation, and an acceptable level of sentence structure or syntax);
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the extent to which the text content is compatible with the reader’s knowledge; and
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the strategies the reader uses to develop understanding and retention.
2.2 ) Introduce brainteasers, daily problems, riddles, or mathematical puzzles to assist learners in developing inference skills.
2.3) Provide learners with opportunities to practise thinking about the passage on different levels by asking the following three types of questions.
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"Right There" questions that ask about the facts.
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"Think and Search" questions that require learners to make reasonable inferences from the facts given.
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"On Your Own" questions that require learners to give plausible answers based on their personal experiences.
2.4) To help learners combine the supporting details with their prior knowledge to form conclusions, have them try filling-in-the-blanks.
I conclude that ________ because the paragraph said that _________ and I know that _________.
2.5) Define common logical errors that are contained within messages, such as the appeal to pity, the personal attack, the appeal to common opinion, and the false dilemma. Help learners to understand why these errors do not prove the point that is being argued, thus making the messages false.
2.6) To assist in determining point of view or propaganda messages, ask learners to respond to questions such as the following.
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Before I read this text, the author assumed that I believed…
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After I finished reading this text, the author wanted me to believe…
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The author attempted to make me feel …
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The author was/was not successful in changing my feelings, thoughts, or views because…
Reinforce that the purpose of propaganda is to 'instil a particular attitude' or to encourage people to think a particular way.
Learning Outcome #3: Learners will apply a variety of reading strategies.
Content/Generic Skills |
Instructor Notes |
Use strategies to understand the meaning of words. (CCT) (LL) |
Learners will:
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Use context clues and cues.
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Analyse word structure (prefix, suffix and root word).
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Identify homonyms, antonyms, and synonyms.
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Discriminate between the denotative and connotative meaning of words.
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Identify jargon or technical language.
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Use a glossary, thesaurus, and dictionary to expand vocabulary.
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Develop a personal strategy for learning, remembering and using newly acquired vocabulary.
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Use strategies to increase compre-
hension. (LL) (CCT)
(C) |
Learners will:
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Identify characteristics of good readers. (e.g., good readers read in “word groups” rather than single words, summarize what they’ve read, reread for meaning, ask questions of themselves about what was read, clarify uncertainties and predict what occurs next).
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Identify and practise strategies to increase comprehension of complex texts.
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Set purpose for reading (e.g., for enjoyment, to find information, to study).
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Preview text for spatial organizers (e.g., table of contents, chapter headings, sub-headings, highlighted and italicised words).
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Preview written texts for methods of development and organization to construct and confirm meaning (e.g., compare/contrast, problem and solutions, chronological order, etc.).
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Skim and scan reading materials to locate specific information or for overall meaning.
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Predict and confirm predictions.
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Highlight key words or phrases in passages.
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Adapt reading strategies, methods, and rates according to purpose for reading, topic, difficulty of text and type of text (e.g., contrast reading a novel with reading a science text, instructions for assembling a table with instructions for filling out forms).
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Explain reasons for adapting reading strategies according to the purpose of writing.
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Specific strategies introduced and practised may vary depending on learner needs.
For previewing, introduce the SQ3R method – Survey, Question, Read, Recite, Review.
Refer to Tip 3.1 |
Use critical reading strategies. (CCT) (VaD) |
Learners will:
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Place the text in the correct historical, biographical, or cultural context.
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Analyse reading materials to identify bias, stereotypes, and underlying assumptions.
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Reflect on challenges to personal or cultural beliefs, values, or worldviews.
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Provide an opinion or personal critique of the reading material.
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Refer to Tip 3.2 |
Apply study skills and strategies. (CCT) (LL) |
Learners will:
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Self-assess study skills and set learning goals.
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Summarize important ideas and information.
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Identify and practise strategies to use when writing tests (e.g., re-read instructions, highlight key words or phrases in instructions, make outlines or jot notes in response to short answer or essay questions).
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Refer to Tip 3.3
Refer to Tip 3.4
Refer to Tip 3.5 |
Assessment Reflections:
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Have I modelled and taught reading strategies and shown how they can improve vocabulary, comprehension, and critical analysis skills? (CCT)
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Have I allowed learners to select the strategies that work best for them? (LL)
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Have I communicated to learners that thinking, reading and writing are interrelated and fundamental to learning? (LL) (C)
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3.1) For predictions:
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make lists to associate prior knowledge with new information,
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make K-W-L chart (what we know, what we want to find out and what we learned),
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use a directed reading-thinking activity (DRTA) where the text is broken into segments and active prediction is encouraged at the beginning and confirming predictions at the end.
3.2) When reading texts critically, have learners ask and answer the questions that follow.
Is the author stating a fact or opinion?
Is this information up-to-date and reliable?
Is this the right text for my purpose?
What is the author’s point of view, and does the text reveal the author’s bias?
Is the text well written?
Is the author’s argument effective and well stated?
What meanings are revealed by the author’s choice of vocabulary, tone, style, and form?
What evidence has the author included or deliberately left out in order to convince the reader?
3.3) Use a self-assessment tool, such as the “Discovery Wheel” in Becoming a Master Learner, to assist learners in setting goals related to developing study skills and taking tests.
3.4) If possible, ask learners to share the important ideas or summarized information with another person. Explaining the key messages helps some learners to clarify and organize their thoughts and to remember.
3.5) Additional activities related to test-taking may include stress management, time management, making a studying time-table, identifying ways to improve concentration, identifying memorization strategies, and forming study groups.
Learning Outcome #4: Learners will read and integrate information from several sources.
(Note: This Learning Outcome may be integrated with Learning Outcome #4 in the Writing section.)
Content/Generic Skills |
Instructor Notes |
Use standard reference materials to locate information. (N) (TL) |
Learners will:
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Use reference systems to find information on a topic (e.g., community directories, the Internet, yellow pages, encyclopaedias, library catalogue systems).
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Locate information by conducting an Internet search (if access is possible).
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Use table of contents, index, and glossary to find specific information within texts.
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Refer to Tips 4.1 and 4.2 |
Analyse and evaluate sources for accuracy, relevance, and importance. (CCT) |
Learners will:
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Adapt questions from Tip 3.2 |
Examine sources with diverse perspectives (VaD) (CCT) (C) (R) |
Learners will:
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Examine diverse perspectives related to a theme or issue.
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Compare and contrast information using graphic organizers (e.g., Venn diagram, the fishbone, clustering, flow chart, matrix).
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State personal position, opinion, or response (orally or in writing) to the theme or issue.
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This skill may also be demonstrated through Science or Social Sciences activities. |
Summarize and synthesize information from at least 3 or 4 different sources. (LL) (CCT) (VaD) (R) |
Learners will:
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Select a topic of interest.
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Identify at least three sources of information about that topic (e.g., personal interviews, Internet source, print source).
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Use proper format to identify sources in a bibliography.
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Summarize the key messages or main ideas about the topic from each source.
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Synthesize and organize the information.
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Present information in written or oral format.
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Interpret common graphics
embedded in text. (N) (CCT) (TL) (V) |
Learners will:
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Synthesize meaning that is presented in different types of graphics (e.g., charts, graphs, schematics, diagrams, cultural symbols, maps, statistics, tables, cartoons, pictures) in newspapers, reports, articles, or other non-fiction texts.
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Relate information in text to that in graphics.
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Draw conclusions from text and visuals.
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Refer to Tip 4.3
Relate to Social Sciences, Science or Mathematics skills and concepts. |
Assessment Reflections:
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Did I provide access to a variety of resource materials?
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Did I ensure that learners had the prerequisite knowledge to use reference materials?
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Did I support learners in finding a variety of sources to meet their needs and purpose for learning?
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Did I provide opportunities for my learners to try different graphic organizers for integrating information?
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Did I model making meaning from graphics and provide practise activities?
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4.1) Some learners may need mini-instructional lessons on the structure and purpose of different reference systems.
4.2) Some learners may need instruction about how to use and navigate on the computer before using it for reference purposes. Then, instruction may be needed in conducting searches.
4.3 Help learners attend to various elements by breaking visuals into parts. Examine the title, the legend or key, the direction, the scale, the colours, or the language used.
Learning Outcome #5: Learners will demonstrate reading strategies and new knowledge, thoughts, or feelings gained from reading.
Content/Generic Skills |
Instructor Notes |
Analyse through a response journal. (LL) (CCT) (VaD) (R) |
Learners will:
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Identify examples of reading for different purposes (e.g., personal enrichment, community membership, employability, further studies).
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Identify how chosen reading materials relate to areas of interest (e.g., self-esteem, health, parenting, hobbies, escapism, history).
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Identify changes to reading patterns.
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Identify new knowledge or insights gained through reading.
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Refer to Tip 5.1
Refer to Tip 5.2 |
Demonstrate knowledge and skills acquired from community-based reading materials. (CCT) (LL) (N) (VaD)
(R) |
Learners will:
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Identify an issue or area of interest in their community.
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Acquire reading materials to provide background information on the issue.
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Prepare and deliver a brief presentation on the issue (oral, written, or visual representation).
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Refer to Tip 5.3 |
Demonstrate knowledge and skills acquired from employment-based reading materials. (CCT) (LL) (TL) |
Learners will:
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Identify an occupation of interest.
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Locate reading materials related to the occupation.
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Prepare a list of pros and cons about the occupation.
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Demonstrate acquired knowledge and skills related to further studies. (CCT) (LL) |
Learners will:
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Identify effective reading strategies.
(CCT) (LL) (V) |
Learners will:
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Identify effective strategies when reading for different purposes (e.g., for personal enjoyment; to gain meaning from documents, forms and graphics; for research; to follow instructions).
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Identify effective strategies used to address unknown vocabulary.
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Identify effective comprehension strategies used to address complex texts, messages, and documents.
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Identify effective study and test-taking strategies.
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Refer to Tip 5.4 |
Review learning goals for reading. (C) (CCT) (LL) |
Learners will:
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Assessment Reflections:
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Did I support and encourage learners to meet their learning goals for reading? (LL)
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Have I encouraged learners to participate in self-assessment of their own reading? (LL) (IT)
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Did I help learners pose questions for themselves: why did I choose a certain selection? What made me complete or discontinue reading the selection? Where may I find similar selections? (LL)
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5.1) Reflection activities may be demonstrated orally, through writing in the reflective journal, or through visual representations.
5.2) The instructor may ask learners to reflect upon and write, or verbally discuss, how their personal outlook on an issue or concept changed or was affected by the readings and research engaged in during the program.
5.3) To integrate reading, writing, speaking, and listening, the instructor may want to structure debates related to themes or issues of importance in the community. Debates allow learners to defend an idea, to share their opinions, and to see connections with others in their community.
5.4) To encourage learners to be aware of their thinking processes and selection of effective reading strategies, provide an unknown article to be read. Ask learners to first describe the strategies they would use to read and analyse the article. Then, ask learners to apply the strategies and respond to or analyse the article.
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