{"id":316,"date":"2023-07-16T18:15:42","date_gmt":"2023-07-16T22:15:42","guid":{"rendered":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/chapter\/adult-literacy-fundamental-english-reading-outcomes\/"},"modified":"2023-11-15T20:47:18","modified_gmt":"2023-11-16T01:47:18","slug":"adult-literacy-fundamental-english-reading-outcomes","status":"publish","type":"chapter","link":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/chapter\/adult-literacy-fundamental-english-reading-outcomes\/","title":{"raw":"Adult Literacy Fundamental English Reading Outcomes","rendered":"Adult Literacy Fundamental English Reading Outcomes"},"content":{"raw":"

Adult Literacy Fundamental English\r\nReading Outcomes<\/strong><\/h3>\r\n\r\n
\r\n\r\n
Level 1 \u2013 Reading<\/h5>\r\n\r\n\r\n\r\n\r\n
Learning Outcome<\/strong>\r\nStudents will be able to . . .<\/em><\/th>\r\nSkills (Cumulative)<\/strong>\r\nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\r\nSample<\/strong> Practice<\/strong> Tasks<\/strong>\r\nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\r\n<\/tr>\r\n
\r\n
    \r\n \t
  1. read a 1-page simple form with assistance<\/li>\r\n \t
  2. read 5-7 sentence, life experience stories independently<\/li>\r\n<\/ol>\r\n<\/td>\r\n
\r\n
    \r\n \t
  • read common symbols (e.g. &, $, #)<\/li>\r\n \t
  • read 50-75 common sight words<\/li>\r\n \t
  • read the alphabet, upper and lower case<\/li>\r\n \t
  • read 50-75 personal sight words<\/li>\r\n \t
  • articulate short and long vowel sounds, simple consonant blends (e.g. CVC, CVC + e, CVVC)<\/li>\r\n<\/ul>\r\n<\/td>\r\n
\r\n
    \r\n \t
  • completing simple forms<\/li>\r\n \t
  • identifying common abbreviations<\/li>\r\n \t
  • answering literal questions about a life experience story<\/li>\r\n \t
  • describing and dictating the sequence of events in a life experience story<\/li>\r\n \t
  • identifying words from a list<\/li>\r\n \t
  • identifying words in familiar text<\/li>\r\n \t
  • exchanging ideas and viewpoints to build shared understanding and extend thinking<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n
    Level 2 \u2013 Reading<\/h5>\r\n\r\n\r\n\r\n\r\n
    Learning Outcome<\/strong>\r\nStudents will be able to . . .<\/em><\/th>\r\nSkills (Cumulative)<\/strong>\r\nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\r\nSample<\/strong> Practice<\/strong> Tasks<\/strong>\r\nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\r\n<\/tr>\r\n
    \r\n
      \r\n \t
    1. read and follow directions written in simple sentences using 2 formats (e.g. geographical, practical)<\/li>\r\n \t
    2. read 5-7 sentence paragraphs containing familiar topics and vocabulary, and supported with visual clues (e.g. illustrations)<\/li>\r\n<\/ol>\r\n<\/td>\r\n
    		\r\n
      \r\n \t
    • identify parts of speech and end punctuation in simple sentences<\/li>\r\n \t
    • read 200-300 sight words<\/li>\r\n \t
    • employ pre-reading skills to enhance understanding (e.g. KWL, prediction)<\/li>\r\n \t
    • use context clues to find meaning<\/li>\r\n \t
    • use phonics to decode words<\/li>\r\n<\/ul>\r\n<\/td>\r\n
    		\r\n
      \r\n \t
    • physically demonstrating activities required by directions (e.g. on a map, in a simple recipe)<\/li>\r\n \t
    • answering literal and inferential questions about a familiar topic<\/li>\r\n \t
    • getting basic information from short, simple notes or letters<\/li>\r\n \t
    • stating or writing opinions about a familiar topic<\/li>\r\n \t
    • identifying characters, main ideas, events in a story<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n
      Level 3 \u2013 <\/strong>Reading<\/strong><\/h5>\r\n\r\n\r\n\r\n\r\n
      Learning Outcome<\/strong>\r\nStudents will be able to . . .<\/em><\/th>\r\nSkills (Cumulative)<\/strong>\r\nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\r\nSample<\/strong> Practice<\/strong> Tasks<\/strong>\r\nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\r\n<\/tr>\r\n
      \r\n
        \r\n \t
      1. read 3-paragraph passages of familiar genres (e.g. descriptive and narrative) including unfamiliar vocabulary<\/li>\r\n \t
      2. read 7-10 sentence paragraphs on unfamiliar topics including familiar or common vocabulary<\/li>\r\n<\/ol>\r\n<\/td>\r\n
      		\r\n
        \r\n \t
      • identify main idea, details, characters, and sequence in short passages and paragraphs<\/li>\r\n \t
      • identify and read synonyms, antonyms, and homonyms<\/li>\r\n \t
      • use structural analysis (e.g. roots, affixes, syllabication, stress, compound words, contractions) to decode vocabulary<\/li>\r\n \t
      • use pre-reading and reflection strategies to self-evaluate findings<\/li>\r\n<\/ul>\r\n<\/td>\r\n
      		\r\n
        \r\n \t
      • summarizing short passages<\/li>\r\n \t
      • answering comprehension questions based on text<\/li>\r\n \t
      • using dictionary and thesaurus to find meaning<\/li>\r\n \t
      • surveying text (titles, pictures, font size, underlined\/bold\/italic text)<\/li>\r\n \t
      • noting words that are repeated<\/li>\r\n \t
      • reading the first and last sentences of the passage<\/li>\r\n \t
      • describing what was easy\/ difficult about a reading passage.<\/li>\r\n \t
      • identifying difficult passages or words<\/li>\r\n \t
      • re-stating difficult sentences or passages in own words.<\/li>\r\n \t
      • re-reading text to answer questions.<\/li>\r\n \t
      • reading and following a more complicated recipe; answer questions about it; share with family<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n
        <\/h5>\r\n
        Level 4 \u2013 Reading<\/h5>\r\n\r\n\r\n\r\n\r\n
        Learning Outcome<\/strong>\r\nStudents will be able to . . .<\/em><\/th>\r\nSkills (Cumulative)<\/strong>\r\nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\r\nSample<\/strong> Practice<\/strong> Tasks<\/strong>\r\nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\r\n<\/tr>\r\n
        \r\n
          \r\n \t
        1. read 3-5 paragraph passages of familiar genres (e.g. concrete, factual) including abstract, specialised vocabulary<\/li>\r\n \t
        2. read 3-paragraph passages of unfamiliar topic and genres (e.g. argument, opinion, inference including familiar vocabulary)<\/li>\r\n<\/ol>\r\n<\/td>\r\n
        		\r\n
          \r\n \t
        • differentiate between fact and opinion<\/li>\r\n \t
        • differentiate between likes, dislikes, and preferences<\/li>\r\n \t
        • demonstrate strategies for learning and remembering words<\/li>\r\n \t
        • use peer feedback and self-monitoring strategies to evaluate meanings and findings<\/li>\r\n \t
        • draw inferences and conclusions<\/li>\r\n \t
        • understand how quotation marks, semicolons, parentheses, and dashes affect meaning<\/li>\r\n<\/ul>\r\n<\/td>\r\n
        		\r\n
          \r\n \t
        • responding to formal letters, brochures, newsletters<\/li>\r\n \t
        • responding to factual and fictional stories<\/li>\r\n \t
        • responding to articles in the newspaper or online news (e.g. letters to the Editor)<\/li>\r\n \t
        • completing surveys or polls (online or paper-based) to state and rate likes, dislikes, dis\/agreement, preferences<\/li>\r\n \t
        • locating information using appropriate strategies (e.g. table of contents, glossary, headings, guiding words, menu)<\/li>\r\n \t
        • developing an awareness of the protocols and ownership associated with First Peoples texts<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n
          Level 5 \u2013 Reading<\/h5>\r\n\r\n\r\n\r\n\r\n
          Learning Outcome<\/strong>\r\nStudents will be able to . . .<\/em><\/th>\r\nSkills (Cumulative)<\/strong>\r\nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\r\nSample<\/strong> Practice<\/strong> Tasks<\/strong>\r\nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\r\n<\/tr>\r\n
          \r\n
            \r\n \t
          1. read 5+ paragraph texts or short stories including figurative language and a full range of sentence structures<\/li>\r\n \t
          2. read 3-5 paragraph non-fiction texts including unfamiliar topic and vocabulary<\/li>\r\n<\/ol>\r\n<\/td>\r\n
          		\r\n
            \r\n \t
          • recognize different purposes for reading<\/li>\r\n \t
          • detect tone, story and direct characterization<\/li>\r\n \t
          • use self-monitoring techniques to assess comprehension<\/li>\r\n \t
          • recognize cause and effect, comparison and contrast, bias and objectivity<\/li>\r\n<\/ul>\r\n<\/td>\r\n
          		\r\n
            \r\n \t
          • writing alternative endings to short stories<\/li>\r\n \t
          • writing a logical prequel to a story \u2013 imaging what came before.<\/li>\r\n \t
          • writing own comprehension questions to demonstrate understanding<\/li>\r\n \t
          • describing a character in own words<\/li>\r\n \t
          • using a checklist to identify strategies used before, during and after reading<\/li>\r\n \t
          • completing matching activities that link cause to effect, compare to contrast<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>\r\n \r\n
            Level 6 \u2013 Reading<\/h5>\r\n\r\n\r\n\r\n\r\n
            Learning Outcome<\/strong>\r\nStudents will be able to . . .<\/em><\/th>\r\nSkills (Cumulative)<\/strong>\r\nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\r\nSample<\/strong> Practice<\/strong> Tasks<\/strong>\r\nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\r\n<\/tr>\r\n
            \r\n
              \r\n \t
            1. read and discuss: non-fiction, 7+ paragraph texts (e.g. articles, chapters, webpages, transcripts) including abstract, conceptual or specialised vocabulary<\/li>\r\n \t
            2. read and discuss: 7+ paragraph short stories; poems; songs (e.g. those including figurative language and implicit meaning)<\/li>\r\n<\/ol>\r\n<\/td>\r\n
            		\r\n
              \r\n \t
            • separate relevant from non-relevant details<\/li>\r\n \t
            • identify purpose, logic, validity<\/li>\r\n \t
            • identify point of view, plot, main events, indirect characterization<\/li>\r\n \t
            • use form and structure to inform understanding (e.g. rhymes, stanzas, haikus, limericks)<\/li>\r\n \t
            • identify themes in poems, songs, fictional stories<\/li>\r\n<\/ul>\r\n<\/td>\r\n
            		\r\n
              \r\n \t
            • critically discussing and responding to a variety of texts, genres and media<\/li>\r\n \t
            • arguing for or against ideas in written or oral assignments<\/li>\r\n \t
            • composing own lyrics, poems, creative work on an identified theme<\/li>\r\n<\/ul>\r\n<\/td>\r\n<\/tr>\r\n<\/tbody>\r\n<\/table>","rendered":"

              Adult Literacy Fundamental English
              \nReading Outcomes<\/strong><\/h3>\n
              \n
              Level 1 \u2013 Reading<\/h5>\n\n\n\n\n
              Learning Outcome<\/strong>
              \nStudents will be able to . . .<\/em><\/th>\n              		Skills (Cumulative)<\/strong>
              \nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\n              		Sample<\/strong> Practice<\/strong> Tasks<\/strong>
              \nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\n<\/tr>\n
              \n
                \n
              1. read a 1-page simple form with assistance<\/li>\n
              2. read 5-7 sentence, life experience stories independently<\/li>\n<\/ol>\n<\/td>\n
              		\n
                \n
              • read common symbols (e.g. &, $, #)<\/li>\n
              • read 50-75 common sight words<\/li>\n
              • read the alphabet, upper and lower case<\/li>\n
              • read 50-75 personal sight words<\/li>\n
              • articulate short and long vowel sounds, simple consonant blends (e.g. CVC, CVC + e, CVVC)<\/li>\n<\/ul>\n<\/td>\n
              		\n
                \n
              • completing simple forms<\/li>\n
              • identifying common abbreviations<\/li>\n
              • answering literal questions about a life experience story<\/li>\n
              • describing and dictating the sequence of events in a life experience story<\/li>\n
              • identifying words from a list<\/li>\n
              • identifying words in familiar text<\/li>\n
              • exchanging ideas and viewpoints to build shared understanding and extend thinking<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                 <\/p>\n

                Level 2 \u2013 Reading<\/h5>\n\n\n\n\n
                Learning Outcome<\/strong>
                \nStudents will be able to . . .<\/em><\/th>\n                		Skills (Cumulative)<\/strong>
                \nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\n                		Sample<\/strong> Practice<\/strong> Tasks<\/strong>
                \nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\n<\/tr>\n
                \n
                  \n
                1. read and follow directions written in simple sentences using 2 formats (e.g. geographical, practical)<\/li>\n
                2. read 5-7 sentence paragraphs containing familiar topics and vocabulary, and supported with visual clues (e.g. illustrations)<\/li>\n<\/ol>\n<\/td>\n
                		\n
                  \n
                • identify parts of speech and end punctuation in simple sentences<\/li>\n
                • read 200-300 sight words<\/li>\n
                • employ pre-reading skills to enhance understanding (e.g. KWL, prediction)<\/li>\n
                • use context clues to find meaning<\/li>\n
                • use phonics to decode words<\/li>\n<\/ul>\n<\/td>\n
                		\n
                  \n
                • physically demonstrating activities required by directions (e.g. on a map, in a simple recipe)<\/li>\n
                • answering literal and inferential questions about a familiar topic<\/li>\n
                • getting basic information from short, simple notes or letters<\/li>\n
                • stating or writing opinions about a familiar topic<\/li>\n
                • identifying characters, main ideas, events in a story<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                   <\/p>\n

                  Level 3 \u2013 <\/strong>Reading<\/strong><\/h5>\n\n\n\n\n
                  Learning Outcome<\/strong>
                  \nStudents will be able to . . .<\/em><\/th>\n                  		Skills (Cumulative)<\/strong>
                  \nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\n                  		Sample<\/strong> Practice<\/strong> Tasks<\/strong>
                  \nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\n<\/tr>\n
                  \n
                    \n
                  1. read 3-paragraph passages of familiar genres (e.g. descriptive and narrative) including unfamiliar vocabulary<\/li>\n
                  2. read 7-10 sentence paragraphs on unfamiliar topics including familiar or common vocabulary<\/li>\n<\/ol>\n<\/td>\n
                  		\n
                    \n
                  • identify main idea, details, characters, and sequence in short passages and paragraphs<\/li>\n
                  • identify and read synonyms, antonyms, and homonyms<\/li>\n
                  • use structural analysis (e.g. roots, affixes, syllabication, stress, compound words, contractions) to decode vocabulary<\/li>\n
                  • use pre-reading and reflection strategies to self-evaluate findings<\/li>\n<\/ul>\n<\/td>\n
                  		\n
                    \n
                  • summarizing short passages<\/li>\n
                  • answering comprehension questions based on text<\/li>\n
                  • using dictionary and thesaurus to find meaning<\/li>\n
                  • surveying text (titles, pictures, font size, underlined\/bold\/italic text)<\/li>\n
                  • noting words that are repeated<\/li>\n
                  • reading the first and last sentences of the passage<\/li>\n
                  • describing what was easy\/ difficult about a reading passage.<\/li>\n
                  • identifying difficult passages or words<\/li>\n
                  • re-stating difficult sentences or passages in own words.<\/li>\n
                  • re-reading text to answer questions.<\/li>\n
                  • reading and following a more complicated recipe; answer questions about it; share with family<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n
                    <\/h5>\n
                    Level 4 \u2013 Reading<\/h5>\n\n\n\n\n
                    Learning Outcome<\/strong>
                    \nStudents will be able to . . .<\/em><\/th>\n                    		Skills (Cumulative)<\/strong>
                    \nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\n                    		Sample<\/strong> Practice<\/strong> Tasks<\/strong>
                    \nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\n<\/tr>\n
                    \n
                      \n
                    1. read 3-5 paragraph passages of familiar genres (e.g. concrete, factual) including abstract, specialised vocabulary<\/li>\n
                    2. read 3-paragraph passages of unfamiliar topic and genres (e.g. argument, opinion, inference including familiar vocabulary)<\/li>\n<\/ol>\n<\/td>\n
                    		\n
                      \n
                    • differentiate between fact and opinion<\/li>\n
                    • differentiate between likes, dislikes, and preferences<\/li>\n
                    • demonstrate strategies for learning and remembering words<\/li>\n
                    • use peer feedback and self-monitoring strategies to evaluate meanings and findings<\/li>\n
                    • draw inferences and conclusions<\/li>\n
                    • understand how quotation marks, semicolons, parentheses, and dashes affect meaning<\/li>\n<\/ul>\n<\/td>\n
                    		\n
                      \n
                    • responding to formal letters, brochures, newsletters<\/li>\n
                    • responding to factual and fictional stories<\/li>\n
                    • responding to articles in the newspaper or online news (e.g. letters to the Editor)<\/li>\n
                    • completing surveys or polls (online or paper-based) to state and rate likes, dislikes, dis\/agreement, preferences<\/li>\n
                    • locating information using appropriate strategies (e.g. table of contents, glossary, headings, guiding words, menu)<\/li>\n
                    • developing an awareness of the protocols and ownership associated with First Peoples texts<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                       <\/p>\n

                      Level 5 \u2013 Reading<\/h5>\n\n\n\n\n
                      Learning Outcome<\/strong>
                      \nStudents will be able to . . .<\/em><\/th>\n                      		Skills (Cumulative)<\/strong>
                      \nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\n                      		Sample<\/strong> Practice<\/strong> Tasks<\/strong>
                      \nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\n<\/tr>\n
                      \n
                        \n
                      1. read 5+ paragraph texts or short stories including figurative language and a full range of sentence structures<\/li>\n
                      2. read 3-5 paragraph non-fiction texts including unfamiliar topic and vocabulary<\/li>\n<\/ol>\n<\/td>\n
                      		\n
                        \n
                      • recognize different purposes for reading<\/li>\n
                      • detect tone, story and direct characterization<\/li>\n
                      • use self-monitoring techniques to assess comprehension<\/li>\n
                      • recognize cause and effect, comparison and contrast, bias and objectivity<\/li>\n<\/ul>\n<\/td>\n
                      		\n
                        \n
                      • writing alternative endings to short stories<\/li>\n
                      • writing a logical prequel to a story \u2013 imaging what came before.<\/li>\n
                      • writing own comprehension questions to demonstrate understanding<\/li>\n
                      • describing a character in own words<\/li>\n
                      • using a checklist to identify strategies used before, during and after reading<\/li>\n
                      • completing matching activities that link cause to effect, compare to contrast<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n

                         <\/p>\n

                        Level 6 \u2013 Reading<\/h5>\n\n\n\n\n
                        Learning Outcome<\/strong>
                        \nStudents will be able to . . .<\/em><\/th>\n                        		Skills (Cumulative)<\/strong>
                        \nIn achieving this broader outcome, students will demonstrate that they can also . . .<\/em><\/th>\n                        		Sample<\/strong> Practice<\/strong> Tasks<\/strong>
                        \nStudents can develop\/practice the skills needed to achieve this outcome by . . .<\/em><\/th>\n<\/tr>\n
                        \n
                          \n
                        1. read and discuss: non-fiction, 7+ paragraph texts (e.g. articles, chapters, webpages, transcripts) including abstract, conceptual or specialised vocabulary<\/li>\n
                        2. read and discuss: 7+ paragraph short stories; poems; songs (e.g. those including figurative language and implicit meaning)<\/li>\n<\/ol>\n<\/td>\n
                        		\n
                          \n
                        • separate relevant from non-relevant details<\/li>\n
                        • identify purpose, logic, validity<\/li>\n
                        • identify point of view, plot, main events, indirect characterization<\/li>\n
                        • use form and structure to inform understanding (e.g. rhymes, stanzas, haikus, limericks)<\/li>\n
                        • identify themes in poems, songs, fictional stories<\/li>\n<\/ul>\n<\/td>\n
                        		\n
                          \n
                        • critically discussing and responding to a variety of texts, genres and media<\/li>\n
                        • arguing for or against ideas in written or oral assignments<\/li>\n
                        • composing own lyrics, poems, creative work on an identified theme<\/li>\n<\/ul>\n<\/td>\n<\/tr>\n<\/tbody>\n<\/table>\n","protected":false},"author":1935,"menu_order":2,"template":"","meta":{"pb_show_title":"","pb_short_title":"","pb_subtitle":"","pb_authors":[],"pb_section_license":""},"chapter-type":[],"contributor":[],"license":[],"class_list":["post-316","chapter","type-chapter","status-publish","hentry"],"part":314,"_links":{"self":[{"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/pressbooks\/v2\/chapters\/316","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/pressbooks\/v2\/chapters"}],"about":[{"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/wp\/v2\/types\/chapter"}],"author":[{"embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/wp\/v2\/users\/1935"}],"version-history":[{"count":6,"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/pressbooks\/v2\/chapters\/316\/revisions"}],"predecessor-version":[{"id":409,"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/pressbooks\/v2\/chapters\/316\/revisions\/409"}],"part":[{"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/pressbooks\/v2\/parts\/314"}],"metadata":[{"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/pressbooks\/v2\/chapters\/316\/metadata\/"}],"wp:attachment":[{"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/wp\/v2\/media?parent=316"}],"wp:term":[{"taxonomy":"chapter-type","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/pressbooks\/v2\/chapter-type?post=316"},{"taxonomy":"contributor","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/wp\/v2\/contributor?post=316"},{"taxonomy":"license","embeddable":true,"href":"https:\/\/pressbooks.bccampus.ca\/abehandbook\/wp-json\/wp\/v2\/license?post=316"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}