Have you ever arrived at the bottom of a page only to find that, although your eyes have moved through the text, you couldn’t remember what you just read? Or have you ever found yourself reading but thinking about something else such as getting gas on the way home or wondering what your friends are doing? One of the benefits of taking a reading course at JC is learning how to strategically read and comprehend material so you can take the information away with you. James Bryce may have said it best when he said, “The worth of a book is to be measured by what you can carry away from it.” Many believe that first we learn to read, and then we read to learn. In our JC reading courses, students learn to create meaning, develop connections and obtain knowledge from texts. Join us and become a strategic reader who reads to learn!
Amy Leighton-Gamel, Assistant Professor
ENG 080 Reading Essentials (4 CR)
This course provides the most fundamental support for students who need to develop college-level reading skills. Students must show an ability to read some pre-college writing independently. They are provided with a sequentially structured approach to comprehending college-level writing. Student writing is a significant component.
Voice And Values A Reader for Writers
ENG 085 College Reading (4 CR)
This course is intended for students who have developed their reading skills nearly to the college level. Further skill and knowledge development focuses on the common patterns of text found in both narrative and expository writing, on strategies for self-monitoring and memory enhancement, and on the development of vocabulary typically found in college level textbooks. Student writing is a significant component. Prerequisite: ENG 080
Experience Reading 2
The Glass Castle
- Amy Leighton-Gamel
- Assistant Professor
- Ted Miller
I Read It, But I Don’t Get It
So What Do They Really Know?
Do I Really Have to
Active Reading Demonstration
Adjunct General Responsibilities
- Participate in the adjunct evaluation process.
- Perform basic computer skills, including: reading and responding to JCC emails; and utilizing JetNet and/or any other software as required by the department to communicate assignment grades, along with uploading and downloading documents.
- Responds to requests of academic area and/or program leaders, department heads, committee chairs, records office, etc. in a timely and thorough manner.
- Consistently meets instructional schedule and other assignments and commitments in support of the college.
- Treats all members of the college community with dignity and respect.
- Works through established channels to resolve problems.
- Meets requirements of the HQV process.
- Formally documents learning assessment efforts in a timely manner.
- Learns and complies with all college policies.
- Upholds and enforces the student code of conduct.
Reading Adjunct Responsibilities
- Include syllabus grade level at bottom corner of syllabus.
- Submit syllabus via JetNet on a JetNet page specifically designed for syllabi.
- Record grades on JetNet, the on-line grade book.
- Report HQV grades via e-services on or before the designated due dates.
- Use designated textbooks and materials.
- Keep classes in session the entire class time.
- Facilitate and score pre and post Nelson-Denny assessments
- Facilitate pre and post reading application assessment, “On the Left Hand.”
- Use Active Reading Strategy Guide to assess applications of reading strategies.
- Submit 3 samples of student work from each section taught and the assessment of the 3 students’ active reading strategies at the mid-term. The 3 samples from each class should include: Top/best student work, middle/mediocre student work and lowest/bottom student work.
- Attend 2 FIRM (Faculty Inquiry Reading Meetings) during the Fall and Winter Terms.
Requirements for Reading Adjuncts
To ensure the integrity of the reading program and provide consistent and clear standards, the educational and experiential requirements for instructors who are interested in teaching ENG 080 and ENG 085 are listed below.
- Masters degree in Literacy, Education, or related area.
- Evidence of some training, coursework, or workshops in teaching reading: A minimum of 6 credit hours specific to reading or literacy or a minimum of 12 hours of reading specific professional development.
- Experience, within the past 3 years, teaching reading and/or developmental studies at the college or K-12 levels.
- Willingness to attend a minimum of 2 Faculty Inquiry Reading Meetings (FIRM) each semester.
- Understanding and appreciating the nature of developmental students.
- Skill in working with diverse student populations who represent a wide range of abilities, ages, and backgrounds.
Develop a lesson plan describing a 2-hour reading class, presenting one of the following
- Determining a purpose
- Asking questions
- Making predictions
- Making connections
- Determining what’s important
- Metacognition/Being aware of your own thinking
The Reading Program encourages a workshop model that includes:
- Introduction of reading strategy learning target
- Instructor modeling of targeted reading strategy/strategies
- Student practice of reading strategies (For at least 50% of the class)
- Instructor confers with students during student work-time
- Debriefing at the end of class
The focus of Foundation Studies reading instruction includes:
- Teaching reading strategies to develop strategic college readers.
- Preparing students for the reading demands of subsequent semesters.
- Encouraging retention and persistence, as we can’t teach students if they are not in our classes.