Calumet College of
St. Joseph
Syllabus for
Strategies for College Reading
Term: Spring 2003 (1/7 to 4/16)
Course: EDU 096
Section: X
Day & Time: Tuesday’s/7:00 pm to 10:00 pm
Instructor: Yvette E. Wigfall
Home Phone: 219-939-0245 E-mail: DelorisII@aol.com
Instructor Background:
M.S. Education w/minor in Special
Education, Indiana University- NW (Pending)
M.S. Human Services
Administration, Spertus College-Chicago, IL
B.S. Speech Pathology & Audiology, Purdue University-West Lafayette
Course
Description: National measures of literacy focus on three
competency areas: reading narrative, reading documents, and reading
quantitative information. This course
is designed to equip students with basic reading skills that will improve their
performances in all three areas of reading literacy.
Prerequisites: None
Text:
The Inquiring Reader: The Foundations of
Reading by Richmond Garrigus
Learning
Outcomes/Competencies: This course develops
skills that are cumulative. This means
that the course seeks to develop a basic level of competence. Mastery is achieved through repeated
application. These skills are the
foundation for all learning.
Upon
completion of this course students will be able to:
1. demonstrate minimum level competency in
decoding conventions:
q
Correctly recognize 80% of words in a text;
q
Correctly explain the meaning of 80% of the
words in a text; and
q
Demonstrate correct use of a dictionary to
determine the meaning and correct spelling of words.
2. demonstrate minimum level competency in
organization of printed material:
q
identify the title, author and components of a
text (table of contents, chapter heading, and sub-heading).
3. demonstrate comprehension of reading
material:
q
state the
thesis or main idea;
q
name
major and minor examples of the thesis or main ideas;
q
identify
turning points with facts and examples; and
q
connect
turning points to the main thesis or idea of the text.
4. demonstrate the ability to realize the
content:
q
use
example from a text to discuss the author’s intentions and explicit and
implicit inferred meanings.
5. develop interpretation of a text:
q
identify
problems in texts and resolve them using clues and evidence from the text,
itself.
6. integrate for synthesis:
q
compare a
text with other texts, subjects and experiences.
7. critique for evaluation:
q
with
insight into and evidence from the text students will critique ideas and
perspectives found in text material including an awareness of how the student’s
own values and beliefs influence his/her interpretation of an response to
written material.
Summative Assessments:
q
Seven
readings~10 pts each/seven assignments~20 pts each/six assessments~100
percentage pts each/four learning log submissions~25 pts each/four vocabulary
journals~25 pts each.
q
Class
attendance, participation, and timely completion of assignments. Formative
assessment exercises will be a regular part of each class session and cannot be
made-up. Therefore attendance is deemed
a requirement for successful attainment of outcomes (2-3
absences can drop your grade by 1 grade and 4 or more can result in you
receiving an “F” in this course).
q
one
comprehensive final~200 pts (a minimum score of 75% is
necessary to receive a grade of a “C” or better in this course.
If you cannot read effectively at the college
level then you cannot learn effectively at the college level). This test is cumulative in that it will
test all of the competencies developed in this course: decoding, organization,
comprehension, interpretation, analysis, synthesis, and evaluation of
selections from college level textbooks.
Class
Policy for Assignments and Exams:
q
All
assignments are due on specified date.
No late assignments will be accepted unless prior arrangements have been
made with the instructor.
q
No make-up
quizzes or exams will be given unless a student has notified the instructor
prior to the missed quiz or exam that he/she cannot attend and non-attendance
must be due to unavoidable health issues or family problems. Please note documentation of such
might be required before make-up work is allowed.
Grading
scale:
Readings: 10
pts each Assignment: 20 pts each
Assessments: 100
pts each Projects: 25 pts each
Learning log: 25
pts per check (metacognition skill assessment) Journal: 25
pts per check (vocabulary building at least 25 words per check)
Overall grade is based on a percentage of the total number
of points available at that time. For
example, after assessment 1 the total possible points are the following: two
(2) readings, two (2) assignments, one (1) learning log review, one (1) journal
review, and one (1) assessment.
Respectively, these points are as follows: 20, 40, 25, 25 and 100. These points total are 210. Thus, your grade is based on a percentage of
the total number of points at that time. See below.
A+ 100-97 B+ 89-86 C+ 79-76 D+ 69-66
A 96-93 B 85-82 C 75-72 D 65-62
A- 92-90 B- 81-80 C- 71-70 D- 61-60
F 59 and below
NOTE: What is ninety (90) percent of 210 ___________? 189
*(Must have 72% on final to receive a C or better)
Class
Policy and Attendance:
- Attendance at all classes is
required.
- Three or more absences excused or
otherwise may result in a failing grade
- Students may not make-up any
assessment given in any class unless they have notified the instructor
prior to the missed class.
- Students are expected to display
behavior appropriate to a college classroom. Students who disrupt the class will be asked to leave. Students who persist in disruptive
behavior will not be allowed to complete the course.
- No student who is under the
influence of alcohol or other drugs will be permitted to attend class.
- All electronic devices must be
turned off during class time unless there is a medical or family emergency
and the instructor has been informed prior to class.
- Students experiencing personal
hardships are encouraged to seek appropriate assistance and inform the
instructor as needed to ensure classroom and college success.
LEARNING
LOGS & JOURNAL EXPECTATIONS:
LEARNING LOGS~ During written assessments and during conferences
(at least 4 in all), students are to submit their learning logs. The logs must have the following information
in them: a list of all the items missed or not understood from class
activities, assignments, and former assessments. There must be at least one entry from your overall courses
activities and assignments. These
evaluations are to be completed on the following: one missed item from this
course’s assessments, one missed or lack of understanding from a concept
reviewed during class or from the weekly assignments, one missed item or
concept from another course.
One
must share what was one thinking during the time that the response was being
given, what the text book or other data suggests is the correct answer, and
what is the difference between the students thinking from the authors, editors,
or instructors thinking. This process
must be done for all of the noted items missed or loosely understood concepts
that are noted in your learning log (See attached example).
JOURNALS~ Entries in the journal are for vocabulary building. There needs to be at least 25 new words in
the journal at each review. The
definitions, part of speech, synonym, antonym, and word origins must be given
for each word. As a result, one should learn at least 300 new words by the end
of the semester. The vocabulary must
consist of at least five (5) words from your major, five (5) math and science
terms, five (5) words with three or more syllables, and five (5) words from
foreign origin (i.e. French or Spanish).
Course Outline
Class Dates: Topics/Assignments:
Unit
1: Reading for Information
Tuesday,
1/7 Orientation, reading
assessment, Ch1: Becoming an Active Reader
Additional
Requirements: Two conference sessions with
instructor, evidence of metacognition skills and learned subject skills applied
to all subjects, two sessions at the Center for Academic Excellence
(219-473-4287), proof of application of Flesch method to personal
writings, and use of APA citation in last paper
Assignment #1: TBA
Reading: Chapter 1 Becoming an Active
Reader
Tuesday,
1/14 Class work: Review of class assignment Ch. 1, supply check,
review of group work, dictionary assignment, & word origins, learning log
& journal requirements
Assignment#2:
Ch. 8: Using Outlines & Maps
exercises
A chart of the different types of visual maps and
their use (Due next class session)
Reading: Chapter
2 (Due
next class session)
Tuesday, 1/21 Class work: Ch. 8: Using Outlines & Maps—review assignment, practice with college text(s), test taking skills (multiple choice, true & false, and essay strategies, visual cues, and using the Rudolf Flesch method to evaluate writing skills (hand-out))
Vocabulary work: Context clues (4 methods w/ teacher handouts), affixes and root words
Assessment A Ch. 1 (Reading improvement steps, Using a Dictionary/Outlines/Maps—explain purpose(s)/demonstrate use) & Chapter 8: Using Outlines & Maps
*Learning log and Vocabulary Journal are due
(1)
Reading:
Read chapters 2 & 3
Tuesday,
1/28 Class work: Ch. 2: Finding Topics and Subtopics
& Ch. 3: Recognizing Ideas —review concepts in class, practice
with sentences, review parts of speech, and paragraph structures & review
assessment
Assignment # 3: Chs: 2 & 3 exercise TBA & bring a
copy of a graded assignment to class from another subject & bring that
class textbook and notebook
Reading: Ch. 4: Main Ideas & Supporting Ideas
& Ch. 5: Making Inferences & Explaining Ideas exercises
Unit
2: Reading for Understanding
Tuesday,
2/4 Class work: Review assignments from 2&3, practice with college
text information from Chs. 4 & 5
Assignment # 4: Chs. 4&5 (TBA)
Reading: Ch. 6: Using Context and Word Parts
Assessment B: (Take home assessment) Chs. 2 & 3
*Learning log and Vocabulary
Journal are due (2)
Tuesday, 2/11
Class work: Review assignments from Chs. 4 & 5,
practice Ch. 6 concepts in class. Practice with
various magazines (Atlantic Monthly, Time, & Newsweek)
Assignment # 5:
Ch. 6: Using Context and Word Parts exercises
Tuesday,
2/18 Class work:
Building vocabulary by using context clues, review of prefixes, suffixes, &
root words (Ch. 6: Using Context and Word parts)
Reading: Ch. 7: Stating
Implied Ideas exercises
Assessment
C (oral):
Chs. 4 & 5 (explain the difference between
topics and subtopics, identify topics and subtopics in various types of
sentences, make an outline of main ideas and supporting ideas from a college
text, explain differences and similarities between two literary essays on
similar topics)
Tuesday, 2/25 Midterm Week
Class work: Class practice with brief panel discussion over
readings from articles with peer feedback.
Ch. 7: Stating Implied Ideas is the focus of practice with Atlantic
Monthly, Time, & Black Enterprise and a brief assessment of context
clue methods. A review of the project
requirements and individual conferences will be discussed.
Assessment D: Context clue methods (Ch. 6 and
hand-outs)
Project: Write an outline for 200 to 300-word comparison and contrasting essay with three references in MLA format on one of the following topics:
q
Metacognition skills/Best practices,
q
Adult literary issues, or
q
Education—who’s at fault for the decline of
learning in our nation’s schools?
q
Submit 12 fonts Times Roman or Bookman Old
Style with standard margins essay on a floppy disk.
q
The references are to be from at least one
professional journal that is from the actual journal and not off line and one
professional journal from off line. The
other source can be from a book or other appropriate reference.
q
All references and subjects must be approved
before outlines are submitted.
Tuesday,
3/2 Conferences
(need
to be scheduled from 7pm to 9pm)—all assignments must be in at this
time
The following work needs to be submitted prior to your conference time:
q
Outline of essay
q Learning Logs and Vocabulary Journal
(3)
q
Notes and journal of study habits for all
classes with application of skills
q
Specified reviewed assignments with
metacognition notes and corrections
q
Documentation on attendance with resource lab
(a least total of 2-30 minute sessions/ you must attend two (2) different
sessions)
Assignment: Review for assessment
Unit 3: Reading for Patterns
Tuesday,
3/9 Assessment E (panel discussion of related professional journal
readings on submitted papers): Chs. 6, &7 (Read
passages and answer related questions, identify effective context clues and
explain specific relevance, define words by identifying and defining its
prefixes, suffixes, and root word, outline a passage, map its topic and
subtopics, explain the author’s implied meaning and relevance to humanity)
q
First Drafts of papers must be submitted at
this time
q
Final drafts are due one week after return
Reading: Ch. 9: Describing People, Places, &
Things—exercises to be done in class & Ch. 10: Comparing and Grouping
Tuesday,
3/16 Class Work: Review of assessment from instructor (Chs. 6
&7), review of concepts from chapters 9 & 10
Assignment # 7:
Ch. 9: Describing People, Places, & Things Ch. 10: Comparing and Grouping
(TBA)
Tuesday, 3/23 Class work: Chs. 9 & 10—Apply skills to various college texts Ch. 11: Sequence and Process & Ch. 12: Explaining Events and Finding solutions—Apply skills in class
Unit 4: Reading Across the Disciplines
Tuesday, 4/1 Practice skills with college texts from various disciplines and with various magazines and professional journals and public documents (i.e. math, computers, science, Wall Street Journal, Harvard Business Review, Standard insurance policy, Internal Revenue Code, and a medical journal)
Review:
Discuss questions and expectations for final examination
Tuesday,
4/8 Final
Assessment F (if on class schedule)
*Learning log and Vocabulary Journal are
due (4)
Tuesday,
4/15 College Scheduled Final Examination
Tuesday, 4/22 Grades due by
4:30 pm
Center for
Academic Excellence:
Attendance and utilization of the Center
for Academic Excellence (CAE) is required.
The number to CAE is 219-473-4287.
Statement of
Plagiarism:
If an instructor or other Calumet of St. Joseph personnel find that a student has plagiarized (submitted someone else’s work as his/her own in part or whole) or been involved in another form of academic dishonesty, the instructor or other personnel may elect to bring the matter up for judicial review. The maximum penalty for any form of academic dishonesty is dismissal from the College.
Citation
Guidelines:
Calumet College of St. Joseph adheres to
citation guidelines as prescribed by the particular discipline (i.e. MLA, APA,
and Chicago Manual of Style or Turabian).
All of these guidelines are available in the Calumet College of St.
Joseph library or bookstore.
Withdrawal
from Class Policy:
An official withdrawal (W) is required to
properly withdraw from any class. If
this process is not done then the class grade in which non-attendance occurred
will result in an F.
Changes:
Course work may be modified at the
instructor’s discretion.