Division: Communications, Humanities, and the Arts

Division: Communications, Humanities, and the Arts

Department: English

Subject Code: ENGLCourse #: 002

Course Title: Strategy-Based Reading II

HARRISBURGAREACOMMUNITY COLLEGE

FORM 335

Course Form 335 must be updated at least every five years per AP 765 to include, at a minimum, the following elements. [§335.2]

1.Digital Description (Insert new/revised digital description below):

Credit hours:3.0

Lecture hours: 3.0

Lab hours:3.0

BL: []⅓ []½ []⅔ [] Other (Indicate fraction or percent)

2.Catalog Description(Insert new/revised description below):

Courses in reading improvement open to all students. While comprehension strategies are emphasized for most students, the courses are also intended to serve those students who need to improve their vocabulary and reading fluency.

Students required to take reading may have to work through more than one semester. Students who must enroll in these courses are identified through the College Testing and Placement Program and are notified

Minimum Grade Required

3.Prerequisites:

Corequisites:

Other: ENGL 002 entry-level performance in the College Testing and Placement Program, or ENGL 001 with a grade of C or higher.

4.Learning Outcomes

[These outcomes are necessary to enable students to attain the essential

knowledge and skills embodied in the program’s educational objectives.]

Strategy-Based Reading Program

Strategy-based reading is grounded in a thematic approach to the teaching of reading. It is a student-centered approach involving participatory learning through group tasks, discussion, and independent learning. Integrating reading and study strategies, students learn to intentionally apply skills in increasingly complex reading and learning situations. Through this approach, authentic texts are linked by thematic threads resulting in the building of a community of responsible readers who use reading to understand diverse human experiences.

In order to fulfill the goal of a strategy-based curricular design, exposing students to full, varied, and authentic reading experiences involves having students read and respond to novels, short fiction, short non-fiction, and longer works of non-fiction. The ultimate goal is to foster life-long readers who think critically.

Applying fundamental reading strategies and skills allows students to continue to develop as readers.

Upon successful completion of the course the student will be able to:

• Apply general reading strategies and reading comprehension strategies such as: topic, main idea, supporting details inferences and purpose/tone to a variety of increasingly complex texts
• Apply information technology strategies for communication and research such as: library, Internet and database sources
• Utilize vocabulary strategies to determine word meaning in context.
• Create information management tools such as: outlines, annotations and interpretations of graphic information
• Write in response to reading in varied ways such as: summary, reader response, synthesis and analysis

5.Planned Sequence of Instruction

[These must be designed to help students achieve the learning outcomes.]

Learning outcomes are integrated through the Strategy-Based Reading Design throughout the semester.

English 001, 002, 003 are sequential. Students are placed into specific reading levels based on the Computerized Placement Test for Reading. Students are moved onto the next level based upon successful completion of current level.

6.Assessment of Student Learning

[Methods of assessment should be appropriate for Learning Outcomes listed above.]

Assessment of student learning outcomes for the course, as required by AP 765, is part of regular curriculum maintenance and/or improvement. The specific plan has been determined by the pertinent faculty involved and is kept on file in the division office.

7.List of Texts, References, Selected Library Resources or other Learning Materials (code each item based on instructional use): C-Lecture/Laboratory, A-Lecture, B-Laboratory, LC-Lecture/Clinical, CLN-Clinical, I-Online,

BL-Blended, D-Independent Study, P-Private Lessons, E-Internship,

F-Cooperative Work-Study, FE-Field Experience. [These resources must be easily accessible to students.]

Full-Time Faculty Textbooks:

Kanar, Carol. The Reader’s Corner. (latest edition). Houghton Mifflin.

Langan. 10 Steps to Improving College Reading Skills.

McWhorter, Kathleen. Guide to College Reading. (latest customized edition). Pearson Longman

Nist, Sherrie L. Improving Vocabulary Skills. (latest edition). Townsend Press

Select two of these books. The Thematic thread is alienation.

Beah, Ishmael. A Long Way Gone: Memoirs of a Boy Soldier. Sarah Crichton Books

Carson, Ben. Gifted Hands: The Ben Carson Story. (latest edition). Zondervan.

Ford, Jamie. Hotel on the Corner of Bitter and Sweet. (latest edition). Ballantine Books

Haddon, Mark. Curious Incident of the Dog in the Nighttime. (latest edition). Vintage.

Ilibagiza, Immaculee. Left to Tell: Discovering God Amidst the Rawandan Holocaust. (latest edition). Hay House

Paulsen, Gary. Brian’s Winter. (latest edition). Laurel Leaf.

Sebold, Alice. Lovely Bones. (latest edition). Little Brown.

Spinelli, Jerry. Milkweed. (latest edition). Laurel Leaf, New York.

Adjunct Faculty Textbooks:

McWhorter, Kathleen. Guide to College Reading. (latest customized edition). Pearson Longman.

Select two of these books. The Thematic thread is alienation.

Carson, Ben. Gifted Hands: The Ben Carson Story. (latest edition). Zondervan.

Ford, Jamie. Hotel on the Corner of Bitter and Sweet. (latest edition). Ballantine Books

Haddon, Mark. Curious Incident of the Dog in the Nighttime. (latest edition). Vintage.

Ilibagiza, Immaculee. Left to Tell: Discovering God Amidst the Rawandan Holocaust. (latest edition). Hay House.

Paulsen, Gary. Brian’s Winter. (latest edition). Laurel Leaf

Sebold, Alice. Lovely Bones. (latest edition). Little Brown.

Spinelli, Jerry. Milkweed. (latest edition). Laurel Leaf, New York.

8.Prepared by Faculty Member: Linda Mininger Date:3/11/13

9.Approved by Department Chairperson: Valerie Gray Date: 3/11/13

10.Approved by Academic Division Dean: Date: 4/2/13

This course meets all reimbursement requirements of Chapter 335, subchapters A / B.

This course was developed, approved, and offered in accordance with the policies, standards, guidelines, and practices established by the College. It is consistent with the college mission.

If the course described here is a transfer course, it is comparable to similar courses generally accepted for transfer to accredited four-year colleges and universities.

11.Director, Curriculum Compliance: Erika SteenlandDate: 4/2/13

12.Provost & VP, Academic Affairs: James E. Baxter, P.G.Date: 4/4/13

13.Original Date of course approval by the college:198310

14.Date(s) of subsequent reviews [Indicate change: Learning Outcomes; textbook(s)]:

Textbooks updated: April 2002

Textbooks revised: none – April 2003

Revisions: May 2003

Reviewed December 2003: Revisions made: Learning Outcomes, Planned Sequence, Texts – ko

Revisions made: February 2004: Title, Catalog Description - ebr

Project Review: 12/2004: Revisions: None: sy

Revisions: Reviewed March 2006

Revisions made: Learning Outcomes, Textbooks – sm

Textbooks updated: May 2007sy

Chair and Discipline Approved Revisions: Textbooks – 3/2008sy

Revisions: Catalog Description. – 4/2008sy

Revisions: Textbooks 2/2009sy

Project 335 Update: 10/2009 -- ko

Revisions: Text book additions /deletions – 3/2010 – ko

Revision: Learning Outcomes – 9/2010 – ko

Revision: Textbook deletion – 12/2010 -- ko

Revision: Textbook additions – 3/2011 – ko

Revision: Textbook addition—2/01/12 – ko

Revisions: Textbook additions – 3/6/2012 – ko

Revisions: Textbook additions – 3/11/2013. sy

1

12/1/04

Form Template Reviewed & Updated: 10/26/07; 1/11/08; 1/16/09; 7/14/09; 7/31/12