Reading for College Success

Pacing Chart (12 Weeks)

Semester: 1st
Week
1

Assignments
1.01
1.02
1.03
1.04

Learning Goals

Percentage
Complete

Module 1:

10%

2.01
2.02
2.03
2.04
2.05
2.06
2.07

21%
29%

Module 2:

3.01
3.02
3.03
3.04
3.05
3.06
3.07

Identify course navigation and

requirements
Recognize useful time-management
techniques
Gain information and insight into the
college entry process
Prepare a blog for the Free Choice
Blog assignment
Determine what it means to be a
reader
Identify ways to obtain reading
materials
Select personal reading materials
Acquire a reading score to share with
instructor for course guidance
Discuss reading strengths and history
with instructor

Distinguish the difference between a main

idea and a supporting fact
Identify the main idea in a reading passage
Discover which clues are provided in texts
to indicate important topics
Discern related information from
supporting or extra information
Summarize text using your knowledge of
main idea and context clues
Develop note-taking skills for better
reading comprehension
Recognize different styles of note taking
and outlining
Review what you learned in this module
Read and respond to a reading selection of
your choosing

40%

Module 3:

48%

Identify common patterns in writing

Recognize words and phrases that signify
specific text patterns
Differentiate between cause and effect
Identify the cause and effect in different
reading passages
Distinguish the difference between a
comparison and a contrast passage

Scale
4 The student will determine what
it means to be a reader, start a
blog and makes an 80% or higher on
the pre-assessment.
3 The student will be able to
determine what it means to be a
reader, initiates a reading blog and
makes a 70% or higher on the preassessment.
2 The student will be to
determine what it means to be a
reader, initiates a reading blog, and
makes below 70% on the preassessment.
1 The student will not be able to
determine what it means to be a
reader, does not initiate a reading
blog, and makes below 70% on the
pre-assessment.
4 Student is able to state 3 or 4
signal words for cause and effect
and can also state 3 or 4 signal
words for compare and contrast.
Student uses a signal word in a
sentence to show understanding of
concept.
3 Student is able to state 2 signal
words for cause and effect and can
also state 2 words for compare and
contrast.
2 Student is able to state 1 or 2
signal words for cause and effect
or compare and contrast but not
both.
1 Student is able to state a few
signal words, but does not know for
what type of article.

4.01
4.02
4.03
4.04
4.05
4.06
4.07
4.08

56%
64%
70%

Module 4:

10

11

5.01
5.02
5.03
5.04
5.05
5.06
5.07
5.08

78%
86%
91%

Identify methods authors use to show

similarities and differences
Analyze passages based on the skills
learned in previous lessons
Review all objectives covered in Module
Three
Discuss assignment and progress with
instructor
Read and respond to a reading selection of
your choosing
Interpret the meaning of bias and its uses
Identify the differences in opinion in
different reading passages
Recognize tone in writing and what it means
Detect key words and phrases that can
change tone
Demonstrate comprehension of opinion
writing through the construction of a
review or other editorial piece
Identify sophisticated use of bias and
opinion in different reading passages
Locate specific passages within reading
selections and other media that point to
bias
Analyze the techniques used in expressing
opinion
Recognize where opinion is used in writing
today
Review all objectives covered in Module
Four
Discuss assignment and progress with
instructor
Read and respond to a reading selection of
your choosing

Module 5:

Determine what it means to infer

Practice using inference
Identify what questions to ask in order to
infer
Predict likely outcomes in reading passages
Recognize inference uses in a variety of
situations
Distinguish between connotation and
denotation
Identify the use of allusions in reading
passages
Evaluate how connotations and allusions can
assist with inference
Locate and identify connotations and
allusions within other selections
Identify hidden hints for inferences in
selected passages
Review all objectives covered in Module
Five
Discuss assignment and progress with
instructor
Read and respond to a reading selection of
your choosing

4 Student is able to determine

bias and tone and knows key words
and phrases that can change tone.
Student also understands
inference, connotations and
allusions. Student can produce a
sentence(s) that utilizes bias, tone,
inference, connotation, or allusion.
3 Student is able to determine
bias and tone and knows key words
and phrases that can change tone.
Student also understands
inference, connotations and
allusions.
2 Student is able to determine
bias and tone and knows key words
and phrases that can change tone.
Student only understands two of
the skills: inference, connotations,
allusions.
1 Student is not always able to
determine bias and tone and does
not know key words or phrases that
can change tone. Student does not
understand inference, connotations
and allusions.

12

6.01
6.02
6.03
Segment Exam

100%

Module 6:

Evaluate several test-taking strategies

Recognize constructive methods for
avoiding or lessening test-taking anxiety
Review all objectives in the course
Complete the Reading for College Success
exam

Please remember to not include the weeks that OCPS has off, which for 2015-2016 is:
November 23 27; December 21 January 1; March 21 25
First Semester: Module 1 = 4

Module 2 = 7
5=8

Module 3 = 7
Module 6 = 3

Module 4 = 8

Module