MCCCD Program Description

Reading English as a Second Language I

Course: RDG010

First Term: 2002 Summer II

Lecture 3 Credit(s) 3 Period(s) 3 Load
Subject Type: Academic
Load Formula: S

Description: Designed for students who are learning English as a second language. Provides students with skills needed to become proficient readers in English. Teaches sound symbol relationships of the English alphabet.Expands essential vocabulary for daily communication both in isolation and context. Includes development of reading comprehension skills

MCCCD Official Course Competencies
1. Apply sound-symbol relationships to pronounce the letters of the English words correctly. (I) 2. Identify simple vocabulary. (II) 3. Use basic sight vocabulary appropriately in daily communication. (III) 4. Apply vocabulary development skills. (III) 5. Use acquired vocabulary to answer literal recall questions. (IV) 6. Identify the topic, main idea, and supporting details in selected reading passages. (IV) 7. Identify patterns of logical sequence and cause/effect relationships in selected reading passages. (IV) 8. Follow oral and written directions. (V) 9. Apply functional reading skills to life situations. (V) 10. Identify the correct usage for common homophones. (V) 11. Identify the stressed syllable in words. (VI) 12. Divide words into syllables using VCV and VCCV rules of syllabication. (VI) 13. Identify the inflectional form ed as a separate syllable in words. (VI) 14. Alphabetize words to the third letter within words. (VII) 15. Use the guide words on a dictionary page to locate a word. (VII) 16. Add the inflectional endings -s, -es, and -ing to spell words correctly. (VII) 17. Use the table of contents of a book to locate a specific section of the book. (VIII) 18. Arrange events in a reading selection in their chronological order. (IX) 19. Write literal recall questions about a reading selection. (IX) 20. Choose a title for a reading selection. (IX) 21. Paraphrase the main idea of a sentence that has a common idiomatic expression. (IX) 22. Follow written directions. (IX) 23. Supply details for a partially written outline. (X)
MCCCD Official Course Competencies must be coordinated with the content outline so that each major point in the outline serves one or more competencies. MCCCD faculty retains authority in determining the pedagogical approach, methodology, content sequencing, and assessment metrics for student work. Please see individual course syllabi for additional information, including specific course requirements.

MCCCD Official Course Outline
I. Sound-symbol relationships A. Letter mastery B. Vowels C. Consonants II. Word recognition skills A. Simple affixes B. Simple compound words III. Vocabulary development A. Sight vocabulary B. Context clues C. Multiple meaning words D. Antonyms E. Synonyms F. Homonyms IV. Comprehension A. Topics B. Supporting details C. Patterns 1. Logical sequence 2. Cause/effect V. Life reading skills A. Following directions B. Comprehending functional reading 1. Newspapers 2. Restaurant menus 3. Telephone directories 4. Food labels 5. Medicine labels 6. Public transportation C. Filling out forms

MCCCD Governing Board Approval Date: 12/11/2001

All information published is subject to change without notice. Every effort has been made to ensure the accuracy of information presented, but based on the dynamic nature of the curricular process, course and program information is subject to change in order to reflect the most current information available.