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READ 135 – E01 Course Syllabus, Spring Semester, 2011
Great BasinCollege ~ Nevada
Course Syllabus
READ 135 ~ College Reading Strategies
Spring Semester, 2011
Section: E01 – Elko “Live” Section
Instructor:Dr. Kevin Marie LaxaltEmail Address:
Phone:(775) 753-2340
Office Location: Elko Campus, McMullen Hall: Room #117
Office Hours:Tuesday: 2:30 – 4:30 p.m.Wednesday: 2:30 – 4:00 p.m.
Thursday: 2:30 – 4:00 p.m. (or by appointment)
Location of Class & Time: Location of class – MCML 221
Mondays & Wednesdays: 9:30 a.m. – 10:45 a.m.
Length of Class:Monday, January 24, 2011 through Wednesday, May 18, 2011
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Catalog Description ~
This course focuses on developing essential reading strategies for academic texts. Students will learn to create effective reading environments; utilize before, during, and after reading strategies; and improve/expand their working vocabulary.
Departmental Description ~
This reading course is designed to enhance basic reading skills, develop higher-level vocabulary and comprehension skills, textbook reading techniques, and learning strategies needed for success in college. Students will also learn about how their own level of motivation interacts with their reading/learning profile. They will learn how to monitor/adjust both their reading and their motivation behaviors in order to become more successful in their learning.
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Required Texts
Merriam-Webster, Advanced Learner’s English Dictionary, Merriam-Webster, Inc., Springfield,
Massachusetts, 2008. (ISBN# 978-0-87779-551-3)
Nextext, The Great Depression: a Historical Reader, McDougall Littell, Evanston, Illinois, 2000. (ISBN# 13:978-0-618-00367-9)
Quick, Teri, et al., Making Reading Relevant: The Art of Connecting, 2nd Edition,
Pearson: Prentice-Hall, Upper Saddle River, NJ. 2007.
(ISBN# 13:978-0-205-69737-3)
DO NOT PLAN ON RETURNING ANY OF YOUR TEXTS AT THE END OF THE SEMESTER! YOU WILL BE REQUIRED TO MAKE MULTIPLE NOTES IN THE TWO TEXTBOOKS THROUGHOUT THE SEMESTER. IT IS RECOMMENDED THAT YOU KEEP THE DICTIONARY.
Required Materials
Students must purchase by the 2nd Week of Class (by February 2nd) the following:
(All materials need to be newly purchased – do not recycle used materials.):
1 One-inch White Binder with plastic front cover
1 Set of Basic Index dividers (at least 8)
1 Pencil Box (of your choice) that includes: 1 yellow highlighter, pencils, and
different colored marking pens for annotating.
Course Design
Methods of Instruction:Instructional formats will include: lecture, in-class Reading practice activities, cooperative group activities, the creation of a Reading Record notebook, homework Reading Assignments, quizzes on Reading strategies, pre/post Reading exams.
Live Instructional Format:This course will be offered in a totally live format. Students will be required to hand in all assignments physically to the instructor during class time. Should an “excused absence” occur, students might be given instructor permission to submit work electronically (this will be done only in extreme cases).
WebCampus Materials: Somecourse materials may be posted via Web Campus. Consider these documents as electronic “back-ups”.
Primary Aims of the Course:Students will be engaged in a “four-step” approach to learning Reading at the college level.
Step 1: Students will be introduced to an array of effective research-based reading strategies.
Step 2: Students will apply each of these strategies directly onto the template text reader
(The Great Depression).
Step 3: Students will make connections with the content of the course reader with the real world
by actively engaging in relevancy-based learning.
Step 4: Students will then make cognitive connections by transferring their newly acquired
reading strategies directly onto other college textbooks that they are using this semester.
Great Basin College Official Statements:
I. Disability Access:
“Great BasinCollege supports providing equal access for students with disabilities. An advisor is available to discuss appropriate accommodations with students. Please contact the ADA Officer (Julie Byrnes) in Elko at (775) 753-2271 at your earliest convenience to request timely and appropriate accommodations.”
II. Academic Integrity Policy:
Academic dishonesty is defined as an act of deception in which a student claims credit for the work or effort of another person or uses unauthorized materials or fabricated information in any academic work. Academic dishonesty is a violation of the GBC Student Code of Conduct and will not be tolerated in this class. Any evidence of academic dishonesty/plagiarism in this course will result in a failing grade on the assignment and/or a failing grade for the course. Appropriate institutional consequences
will also be employed if necessary such as academic probation or suspension. This is a very critical offense. If you are ever uncertain about your use of another person’s work (ideas, language, data, etc.) you must come to see me about it.
Acts of “Academic Dishonesty” include, but are not limited to the following:
CHEATING – unauthorized copying or collaborating on a test or assignment, or the use or attempted use of unauthorized materials.
TAMPERING – altering or interfering with evaluation instruments and/or documents.
FABRICATION – falsifying experimental data or results, inventing research or laboratory data on results for work not done,or falsely claiming sources not used.
PLAGIARISM –Plagiarism is presenting someone else’s words, ideas, or data as one’s own. When a student submits work that includes the words, ideas, or data of others, the source of that information must be acknowledged through complete, accurate, and specific references; and if verbatim statements are included, through quotation marks as well. In academically honest writing or speaking, the students will acknowledge the source whenever:
Another person’s actual words are quoted.
Another person’s idea, opinion or theory is used, even if it is completelyparaphrased in the student’s own words.
Facts, statistics, or other illustrative materials are borrowed, unless the information is common knowledge.
(See GBC’s Student Code of Conduct for additional reference)
Classroom Policies & Procedures:
RESPONSIBILITY, RESPONSIBILITY, RESPONSIBILITY ~
It’s up to you!
You will be required to actively engage in READING, WRITINGCRITICAL THINKING across this entire semester. The establishment of a consistentstudy schedule (for study hours outside of class time)is stronglyrecommended.
Respect one another by treating one another with honest dignity.
Be prepared for every class. All assigned reading materials must be completed before walking in. Student must demonstrate responsibility by bringing books & other required materials to every class.
Consider it a privilege to work with every single individual in this class.
Active listening is essential – please listen while others are speaking.
Come prepared to class with a positive & energetic attitude(no whiningallowed).
Be on time to all classes & attend the entire class session.
Participate appropriately. Activities or interruptions such as side conversations, working on other class assignments during class, sleeping, or demonstrating any other distracting activities are unacceptable.
Please communicate with the professor as soon as possible if you are having specific problems or concerns with the class. Do not hide behind emails. Phone calls and/or actual appointments are preferred.
All cell phones must be turned off before entering the classroom. You may not exit the classroom in order to use your cell phone.
No text-messaging is allowed during class. Should you choose to do so, you may be asked to leave.
No late assignments will be accepted (unless an excused absence has been granted).
Should your behavior become disruptive, you may be asked to leave my class
(see GBC Student Conduct Policy). This is college.Adult behaviors are expected.
The instructor reserves the right to make modifications to the syllabus and the tentative course schedule if necessary. Should this occur, students will be notified in a timely fashion and the rationale will be given for any such decision.
“YOU MUST BE PRESENT IN ORDER TO WIN”
Research tells us that a student’s learning is greatly enhanced by his/her physical presence in class.
Attendance Policy:
“Unexcused hours of absence in excess of the number of course credit hours is excessive. This translates to three hours of absence for a three-credit class.This translates to three hours of absence for a 3-credit class. An instructor may drop any student who has excessive unexcused absences.”
GBC Catalog, 2010 – 2011 (pg. 52)
Per the GBC absence policy you will have the opportunity to miss only 3 sessions of this class – I call these “freebies”. Beyond that . . . see the enclosed grid for how your attendance will impact your grade. You will be required to sign in at the start of every class.
Being late to class is unacceptable; this behavior is problematic due to the fact that it becomes a great distraction to the instructional process. Learning time is lost as everyone works to re-group from such distractions. Should you have more than 2 tardies, it may indicate a life skill issue. By your third tardy you will need to meet with me in order to discuss your behavior. During icy and cold weather
I will allow for some lenience.
You must notify me as soon as possible if you are experiencing any emergencies and/or extenuating circumstances.I will request documentation for all. Only then will I record your absence as “excused”.
Attendance Grid
Class Session Information / Numerical Record / Running Count / Impact on Letter Grade31 Total Class Sessions
(2 sessions x 16 weeks)
(only 1 session – Pres. Day Holiday Week: 2-21) / Zero Absences
31days present
(100%Total Attendance) / 31 / None – Grade earned will not be impacted.
Instructor provides
3 “Freebies” per GBC policy (1 week of class)
Total Missed = 3 / 3 “Freebies” Taken
(100% Required Attendance) / -3
28 / None – Grade earned will not be impacted.
1 additional absence
Total Missed = 4
(2 weeks of class) / 27 Days present / -1
27 / Grade earned will drop 1 full level.
1- additional absence
Total Missed = 5
(2 ½ weeks of class) / 26 Days Present / -1
26 / Grade earned will drop 2 full levels.
More than 5 total absences. / 5 Absences / Less than 25 / Automatic Failure
Learner Outcomes and Assessments/Measurements
Learner OutcomesThrough the process of and upon completion of this course the student will be able to: / Assessments/Measurements
The instructor will measure the student’s required outcomes by evaluating the:
#1. Analyze his/her performance on a Reading Diagnostic assessment tool & Reading Inventory & utilize scores as a guidefor his/her learning goals for the semester. / * Completion of Reading Pre-Test at the beginning of the semester.
* Completion of“Goal Target Plan” for the
semester.
#2. Develop an understanding of the combination
of thinking/cognitive strategies and basic skill strategies that areinvolved in becoming a successful critical reader. / * Development of list with targeted strategies.
* Active participation in discussions.
#3. Become a self-motivated & strategic reader. / * Active participationindiscussions.
*SkillQuizzes
*Successful performance on in-class activities.
* Students’ Reading Record Notebook~
Successful performance on homework
assignmentsfrom both assigned texts: the Skill
Text (The Quick Text) and the Template Text
Reader (The Great Depression).
* Reading Exit Exam
#4. Identifyhis/her own “locus of control” in his/her learning process. / * Active participation in discussions.
#5. Demonstrate an understanding of the pre/during/post process that occurs with
effective reading. / *Successful performance on in-class activities.
* Reading Record Notebook
* Reading Exit Exam
#6.Demonstrate an understanding of & practice using effective“Pre-Reading” strategies in order to engage his/her interest in a text. / * Active participation in discussions.
*Successful performance on in-class activities.
*Skill Quizzes
* Reading Record Notebook
* Reading Exit Exam
#7. Demonstrate an understanding of & practice using effective “During Reading” strategies in order to improve his/her comprehension levels while reading. / * Active participation in discussions.
*Successful performance on in-class activities.
*Skill Quizzes
* Reading Record Notebook
* Reading Exit Exam
Learner Outcomes
Through the process of and upon completion of this course the student will be able to: / Assessments/Measurements
The instructor will measure the student’s required outcomes by evaluating the:
#8.Demonstrate an understanding of & practice using effective “Post- Reading” strategies in order to begin to incorporate successful reading skills into other college courses. / *Successful performance on in-class activities.
*Skill Quizzes
* Reading Record Notebook
* Reading Exit Exam
#9. Successfully identify an author’s organizational structure and parts of atextbook as strategies for improving one’s comprehension of
college-level texts. / *Successful performance on in-class activities.
*Skill Quizzes
* Reading Record Notebook
* Reading Exit Exam
#10. Practice using effective marking &
note-taking systems on a college-level text. / *Evidence of strategic textbook marking in both texts.
* Reading Record Notebook
#11. Demonstratean improved ability to utilize
context clues and word analysis as several strategies for improving reading comprehension. / *Successful performance on in-class activities.
*Skill Quizzes
* Reading Record Notebook
* Reading Exit Exam
#12. Demonstrate an ability to increase one’s oral and written vocabulary as distinct skills for increasing one’s level of comprehension. / *Completion of Vocabulary Cards for Great Depression text (in Reading Record Binder).
#13. Successfully identify the topic and main idea in chapters/sections of college-level texts. / * Active participation in discussions.
*Successful performance on in-class activities.
*Skill Quizzes
* Reading Record Notebook
* Reading Exit Exam
#14. Identify & successfully use the 5 primary types of details in texts: facts, descriptions, examples, definitions, references. / *Successful performance on in-class activities.
*Skill Quizzes
* Reading Record Notebook
* Reading Exit Exam
Learner Outcomes
Through the process of and upon completion of this course the student will be able to: / Assessments/Measurements
The instructor will measure the student’s required outcomes by evaluating the:
#15. Increase one’s repertoire of textbook reading strategies & begin to use an assortment of such strategies quite successfully. / *Successful performance on in-class activities.
*Skill Quizzes
* Reading Record Notebook
* Reading Exit Exam
#16. Effectively use skimming and scanning techniques in order to improve reading comprehension. / *Successful performance on in-class activities.
*Skill Quizzes
* Reading Record Notebook
* Reading Exit Exam
#17. Effectively use predicting, inferring, and drawing conclusions in orderto comprehend higher level texts. / *Successful performance on in-class activities.
*Skill Quizzes
* Reading Record Notebook
* Reading Exit Exam
#18. Accurately analyze and synthesize higher level reading material. / *Successful performance on in-class activities.
*Skill Quizzes
* Reading Record Notebook
* Reading Exit Exam
#19. Demonstrate the ability to accurately distinguish facts from opinions. / *Successful performance on in-class activities.
*Skill Quizzes
* Reading Record Notebook
* Reading Exit Exam
#20. Demonstrate the ability to make connections with the real world as an active reader
(i.e. to establish a sense of relevance). / * Reading Record Notebook
#21. Successfully transfer use of reading strategies to other college textbooksand all other realms
of reading experiences. / * Reading Record Notebook
Grading:
System:Methods used to document a student’s mastery of course performance will include teacher observations, classroom activities, participation/discussions, skill quizzes, and one final exit exam. Reading is a skills-based course – a large percentage of the course will be spent practicing the skills introduced in class and then practicing them independently during homework assignments. Since much of the work will be done in class, students must make a concerted effort to attend every class. Grades for the course will be determined by utilizing the following percentage breakdown:
#1. In-classActivities (Reader & Skill) – 30%
#2. Homework: Reading Record Notebook – 30%
#3. Assessments – 30%
#4. Post-Assessment – 10%
Grading Reminders:
#1. There will be no curve used to calculate the grades in this class.
#2. There is no such thing as “extra credit” in this class.
#3. Do not forget absences when calculating your grade.
#4. If you miss a class session, it will be your responsibility to request all missed class materials from your peers. No late assignments will be accepted! (unless arrangements have been made with instructor regarding excused absences).
Should you “accidentally” submit an assignment late you will still receive a zero grade.
Withdrawal Procedure:
Do not simply “walk away” from this class – it will result in a failing grade. I do not give “W” grades as an instructor. Should you decide to withdraw from this class, you will have to do so formally. It is your responsibility to fill out the appropriate forms, etc. by April 29thin order to make this happen. These forms can be obtained at Student Services (753-2184).
READ 135 POINT GRID
AssignmentPoints Earned/Points Possible
#1. In-Class Activities:
- Active Participation in Discussions
- Successful Performance on activities
(30 @10 points per each class session)
______/300 Points
ZERO MAKE-UPS FOR ANY ABSENCE – unless instructor
documents it as “excused”.
#2. Homework:
Reading Record Notebook - Weekly Assignments______/300 Points
12 Assignments @ 20 points each = 240 points
Group Presentations: 1 @ 60 points = 60 points
#3. Assessments:
Pre-Assessment – Measures Baseline (No points)
Skill Quizzes – 10 @ 20 points= 200 points______/300 Points
1 Annotated Chapter Assessment – 1@100 points
#4. Post-Assessment – 1@100 points = 100 points______/100 Points
***************************************************************** TOTAL POSSIBLE POINTS = ______/1000 Points
READ 135 Grading Scale*
POINTS / GRADEEARNED
940-1000 / A
900-939 / A-
870-899 / B+
830-869 / B
800-829 / B-
770-799 / C+
730-769 / C
700-729 / C-
670-699 / D+
630-669 / D
600-629 / D-
<600 / F
*SEE REMINDERS WHEN DETERMINING FINAL GRADE!
READ 135 ~ College Reading Strategies ~ Section E01
TENTATIVE COURSE SCHEDULE
Fall Semester, 2010 ~ Dr. Laxalt
Week/Session Number / ~~~Topic Guide~~~WEEK #1
Session #1: 1-24
(Monday)
Session #2: 1-26
(Wednesday) /
- Introductions
- Personal Inventory Sheet
- Syllabus Review ~ Course Design:
Making Reading Relevant - Skill Text
- Reading Interest Inventory
- Study Skills Activities: #1. How I spend my time.
~ Engaging in the Whole Reading Process~
BOOK WORK: Applying Pre/During/Post-Reading Strategies to the template text,
The Great Depression by Nextext. / ~Breaking Down the Reading Process into Bits ~
SKILL WORK: Practicing Specific Reading Skillswith the text, Making Reading Relevant: The Art of Connectingby Teri Quick, et. al.