Great Basin College Nevada

Great Basin College ~ Nevada

Course Syllabus READ 135 ~ College Reading Strategies Spring Semester, 2010 Sections: E02 – Elko “Live” Section

Instructor: Dr. Kevin Marie Laxalt Email Address: [email protected]

Office Location: Elko Campus, McMullen Hall: Room #118

Phone: (775) 753-2340

Office Hours: Monday afternoons: 3:15 – 5:15 p.m. Thursdays: 1:00-3:00 p.m. / 5:30-6:30 p.m. (or by appointment ~ please give at least one day’s notice)

Location of Class & Time: Interactive Video Format (IAV) Elko Location – MCML 221 Tuesdays & Thursdays: 4:00 p.m. – 5:15 p.m.

Length of Class: Tuesday, January 26th through Tuesday, May 18th ************************************************************************ 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. ************************************************************************ Required Texts

Laxalt, Robert, Nevada – A History, 2nd Printing, University of Nevada Press, Reno, Nevada, 1991. (ISBN# 978-0-87417-179-2)

Quick, Teri, et. al., Making Reading Relevant: The Art of Connecting, Pearson: Prentice-Hall, Upper Saddle River, NJ. 2007. (ISBN# 0-13-194406-1) READ 135 Course Syllabus, Spring Semester, 2010 2

DO NOT PLAN ON RETURNING EITHER OF YOUR TEXTS AT THE END OF THE SEMESTER! YOU WILL BE REQUIRED TO MAKE MULTIPLE NOTES IN THESE BOOKS THROUGHOUT THE SEMESTER.

Course Design

Methods of Instruction: Instructional formats will include: lecture, in-class Reading practice activities, cooperative group activities, homework Reading Assignments, practice & chapter tests 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: Some course materials will be posted via WebCampus. Consider them as electronic “back-ups”.

Great Basin College Official Statements:

I. Disability Access:

“Great Basin College 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. READ 135 Course Syllabus, Spring Semester, 2010 3

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 completely paraphrased 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) READ 135 Course Syllabus, Spring Semester, 2010 4

Classroom Policies & Procedures:

 RESPONSIBILITY, RESPONSIBILITY, RESPONSIBILITY ~ It’s up to you!

 You will be required to actively engage in READING, WRITING, and CRITICAL THINKING behaviors during this class. The establishment of a consistent study schedule (for hours outside of class time) is strongly recommended.

 Respect one another by treating one another with honest dignity.

 Encourage one another to actively participate.

 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 whining allowed).

 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.

 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. READ 135 Course Syllabus, Spring Semester, 2010 5

 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. . . An instructor may drop any student who has excessive unexcused absences.” GBC Catalog, 2009-2010 (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 Numerical Record Running Count Impact on Letter Information Grade 31 Total Class Sessions Zero Absences (2 sessions X 16 weeks) 31 days present 31 None – Grade earned (only 1 session – finals (100% Total Attendance) will not be impacted. week) Instructor provides 3 “Freebies” per GBC 3 “Freebies” Taken -3 None – Grade earned policy (1 week of class) (100% Required Attendance) 28 will not be impacted. Total Missed = 3

1 additional absence 27 Days present -1 Grade earned will drop 1 Total Missed = 4 27 full level. (2 weeks of class) READ 135 Course Syllabus, Spring Semester, 2010 6

1- additional absence 26 Days Present -1 Grade earned will drop 2 Total Missed = 5 26 full levels. (2 ½ weeks of class)

More than 5 total > 5 Absences Less than 26 Automatic Failure absences.

Learner Outcomes and Assessments/Measurements

Learner Outcomes Assessments/Measurements Through the process of and upon completion of this The instructor will measure the student’s required course the student will be able to: outcomes by evaluating the:

#1. Analyze his/her performance on a Reading * Completion of Reading Pre-Test at the beginning Diagnostic assessment tool & utilize it to guide of the semester. his/her goals for the semester. * Completion of “Goal Target Plan” for the semester.

#2. Develop an understanding of the combination * Share cognitive road maps. of both thinking/cognitive strategies and basic * Development of list with targeted strategies. skill strategies that are involved in becoming a successful critical reader. * Participation/Discussions

#3. Become a self-motivated & strategic reader. * Reading Exit Exam *Successful Participation on in-class Skill Activities *Participation/Discussions *Chapter Tests *Successful Performance on in-class Reader activities (the Nevada Text) & Reader homework assignments.

#4. Identify his/her own “locus of control” in his/her * Participation/Discussions learning process.

#5. Demonstrate an understanding of the *Successful Performance on in-class Reader pre/during/post process that occurs with activities (the Nevada Text) & Reader homework effective reading. assignments.

#6. Demonstrate an understanding of & practice *Successful Performance on in-class Reader using effective “Pre-Reading” strategies in order activities (the Nevada Text) & Reader homework to engage his/her interest in text. assignments. READ 135 Course Syllabus, Spring Semester, 2010 7

#7. Demonstrate an understanding of & practice *Successful Performance on in-class Reader using effective “During Reading” strategies in activities (the Nevada Text) & Reader homework order to improve his/her comprehension levels assignments. while reading

#8. Demonstrate an understanding of & practice *Successful Performance on in-class Reader using effective “Post- Reading” strategies in activities (the Nevada Text) & Reader homework order to begin to incorporate successful reading assignments. skills into other college courses.

#9. Demonstrate an improved ability to utilize both *In-class Skill Activities context clues and word analysis as strategies for *Participation/Discussions improved reading comprehension. *Chapter Tests

#10. Practice using effective marking systems & * Evidence of effective annotation marks in note-taking systems on a college-level text. Reader (the Nevada text). *Collection of Nevada text.

*In-class Skill Activities #11. Successfully identify the topic and main idea in *Participation/Discussions chapters/sections of college-level texts. *Chapter Tests *Successful Performance on in-class Reader activities (the Nevada Text) & Reader homework assignments.

#12. Identify & successfully use the 5 primary types *In-class Skill Activities of details in texts: facts, descriptions, examples, *Participation/Discussions definitions, references. *Chapter Tests *Successful Performance on in-class Reader activities (the Nevada Text) & Reader homework assignments.

#13. Successfully utilize organizational & graphic *In-class Skill Activities aids for the improvement of one’s reading *Participation/Discussions comprehension of college-level texts. *Chapter Tests *Successful Performance on in-class Reader activities (the Nevada Text) & Reader homework assignments. READ 135 Course Syllabus, Spring Semester, 2010 8

#14. Increase one’s repertoire of textbook reading *In-class Skill Activities strategies & begin to use an assortment of such *Participation/Discussions strategies quite successfully. *Chapter Tests *Successful Performance on in-class Reader activities (the Nevada Text) & Reader homework assignments.

*In-class Skill Activities #15. Effectively use skimming and scanning *Participation/Discussions techniques to aid in reading comprehension. *Chapter Tests *Successful Performance on in-class Reader activities (the Nevada Text) & Reader homework assignments *In-class Skill Activities #16. Effectively use predicting, inferring, and *Participation/Discussions drawing conclusions in order to comprehend *Chapter Tests higher level texts. *Successful Performance on in-class Reader activities (the Nevada Text) & Reader homework assignments #17. Accurately analyze and synthesize higher level *In-class Skill Activities reading material. *Participation/Discussions *Chapter Tests *Successful Performance on in-class Reader activities (the Nevada Text) & Reader homework assignments #18. Demonstrate an understanding of how *In-class Skill Activities figurative language operates within text. *Participation/Discussions *Successful Performance on in-class Reader activities (the Nevada Text) & Reader homework assignments #19. Successfully identify an author’s organizational *In-class Skill Activities structures as a strategy for improving one’s *Participation/Discussions comprehension of college-level texts. *Chapter Tests *Successful Performance on in-class Reader activities (the Nevada Text) & Reader homework assignments #20. Distinguish facts from opinions. *In-class Skill Activities *Participation/Discussions *Chapter Tests *Successful Performance on in-class Reader activities (the Nevada Text) & Reader homework assignments #21. Practice utilizing effective reading strategies for *In-class Skill Activities the computer. *Participation/Discussions *Chapter Tests *Successful Performance on in-class Reader activities (the Nevada Text) & Reader homework assignments READ 135 Course Syllabus, Spring Semester, 2010 9

Grading:

System: Methods used to document a student’s mastery of course performance will include teacher observations, classroom activities, participation/discussions, chapter tests, 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. 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-class Activities (Reader & Skill) – 30% #2. Homework Assignments – 20% #3. Annotation Assignment – 10% #4. Chapter Tests on Skill Objectives – 30% #5. Final Products – 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 & fail to turn in that day’s handouts, it will be your responsibility to request all missed class materials from your peers. All late homework or in-class submissions will receive (at the most) only 50% of the possible points.

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 30th in order to make this happen. These forms can be obtained at Student Services (753-2184). READ 135 Course Syllabus, Spring Semester, 2010 10

READ 135 POINT GRID

Assignment Points Earned/Points Possible

#1. Active participation & successful performance on in-class reading activities (sometimes given as homework) (31 @ 10 points each = 310 points) ______/310 Points ZERO MAKE-UPS FOR ANY ABSENCE – unless instructor documents it as “excused”.

#2. Ten Required Homework Assignments (10 @ 20 points each) ______/200 Points

#3. Demonstration of Annotation Skill Assignment ______/50 points

#4. Ten Chapter Tests on Skill Objectives (10 @ 30 points each) ______/300 Points

#5. Final Products: a. Exit Exam = 50 points b. Showcase – Nevada Text = 60 points c. Final Paper = 30 points ______/140 Points

***************************************************************** TOTAL POSSIBLE POINTS = ______/1000 Points

READ 135 Grading Scale*

POINTS GRADE EARNED 940-1000 A 900-939 A- 870-899 B+ 830-869 B 800-829 B- 770-799 C+ READ 135 Course Syllabus, Spring Semester, 2010 11

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 ~ Sections ER1, BV1, YV1, & 1V1 TENTATIVE COURSE SCHEDULE Spring Semester, 2010 ~ Dr. Laxalt

Week/Session ~~~Topic Guide~~~ Number WEEK #1 I. Introductions II. Personal Inventory Sheet Session #1: 1-26 III. Syllabus Review ~ Course Design: (Tuesday) Nevada – Reader Making Reading Relevant- Skill Text I. Assessments: Personal Interest Inventories Session #2: 1-28 II. Introduction: Reading is Thinking (Thursday) III. KWL Activity – DVD on author of Nevada Text ~ Engaging in the Whole Reading ~Breaking Down the Reading Process into Process~ Bits ~

BOOK WORK: Applying SKILL WORK: Practicing Specific Reading Pre/During/Post-Reading Skills with the text, Making Reading Strategies to the template text, Relevant: The Art of Connecting by Teri Nevada, a History Quick, et. al. by Robert Laxalt WEEK #2 ~ Review Cognitive Strategies of Pre-Assessment: All Reading Session #3: 2-2 Reading Strategies (Tuesday) ~ Reading Pre-Assessment ~ Share Cognitive Maps Chapter 1 – A ~ Vocabulary Strategies: Session #4: 2-4 Chapter 1: Lesson of the Land: Using Context Clues (Thursday) Pre/During/Post Reading Activities Practice Test ~ Chapter 1-A: Context Clues (i.e. PDP Activities) WEEK #3 Chapter 1: Lesson of the Land: Chapter 1–A: Review Vocabulary Session #5: 2-9 PDP Activities Strategies: (Tuesday) Using Context Clues

Chapter Test – Chapter 1-A: Context Clues READ 135 Course Syllabus, Spring Semester, 2010 12

Session #6: 2-11 (Thursday)

Chapter 2: The Explorers: Chapter 1–B ~ Vocabulary Strategies: PDP Activities Using Word Analysis

Practice Test: Chapter 1-B

Week/Session Number BOOK WORK: Nevada Text SKILL WORK: Quick, et. al Text

WEEK #4 Chapter 2: The Explorers: Chapter 1–B ~ Review Vocabulary Session #7: 2-16 PDP Activities Strategies: Using Word Analysis (Thursday) Chapter Test – Chapter 1-B: Word Analysis

Chapter 3: The Old Heart of Chapter 2 - A & B ~ Basic Strategies ~ Session #8: 2-18 Nevada: Topics & Main Ideas (Thursday) PDP Activities Practice Test: Chapter 2-A/B

WEEK #5 Chapter 2 - A & B: Review Basic Chapter 3: The Old Heart of Strategies ~ Topics & Main Ideas Session #9: 2-23 Nevada: (Tuesday) PDP Activities Chapter Test – Chapter 2 – A/B Topics & Main Ideas

Session #10: Chapters 4 & 5: Cattlemen & Chapter 2 ~ C & D: Details & 2-25 Sheepmen Comprehension (Thursday) PDP Activities Practice Test: Chapter 2-C/D

WEEK #6 Chapter 2 – C & D ~ Review: Chapters 4 & 5: Cattlemen & Details & Comp. Session #11: 3-2 Sheepmen (Tuesday) PDP Activities Chapter Test – Chapter 2 – C/D - Details & Comp.

Session #12: 3-4 (Thursday) Chapter 6: On the Mustang Chapter 3-A: Textbook Strategies: Trail Organizational Aids PDP Activities Practice Test: Chapter 3-A READ 135 Course Syllabus, Spring Semester, 2010 13

WEEK #7 Chapter 3-A ~ Review: Chapter 6: On the Mustang Organizational Aids Session #13: 3-9 Trail: (Tuesday) PDP Activities Chapter Test – Chapter 3-A: Organiz. Aids

Chapter 7: The Fortune Seekers Chapter 3-B: Review Textbook Strategies Session #14: PDP Activities Reading Texts 3-11 (Thursday) Chapter Test ~Chapter 3-B: Reading Texts

WEEK #8 Chapter 7: The Fortune Seekers Chapter 3-B: Textbook Strategies – Session #15: 3-16 PDP Activities Reading Texts (Tuesday) Practice Test: Chapter 3-B

Session #16: 3-18 Chapter 8: A State is Born Chapter 3-C: Skimming & Scanning (Thursday) PDP Activities Practice Test: Chapter 3-C March 22-26 SPRING BREAK SPRING BREAK

WEEK #9 Chapter 8: A State is Born Chapter 3-C: Review Skimming & Session #17: 3-30 PDP Activities Scanning (Tuesday) Chapter Test ~Chapter 3-C: Skimming & Scanning

Chapter 9: Exploits Great & Chapter 4-A: Predicting & Making Session #18: 4-1 Small Inferences (Thursday) PDP Activities Practice Test: Chapter 4-A

WEEK #10 Chapter 9: Exploits Great & Chapter 4-A : Review Critical Reading: Session #19: 4-6 Small Predicting & Making Inferences (Tuesday) PDP Activities (no test this session)

Session #20: 4-8 Chapter 10: Titans of Nevada Chapter 4-A: Review Predicting & (Thursday) Politics Making Inferences PDP Activities Chapter Test ~Chapter 4-A: Predicting & Making Inferences READ 135 Course Syllabus, Spring Semester, 2010 14

WEEK #11 Chapter 10: Titans of Nevada Chapter 4-B : Analyzing & Synthesizing Session #21: 4-13 Politics (Tuesday) PDP Activities Practice Test: Chapter 4-B

Chapter 11: The Melting Pot Chapter 4-B: Review Analyzing & Session #22: 4-15 PDP Activities Synthesizing (Thursday) Chapter Test ~ Chapter 4-B: Analyzing & Synthesizing

WEEK #12 Chapter 11: The Melting Pot Chapter 6- A-D: Patterns of Session #23: 4-20 PDP Activities Organization (Tuesday) (No Test on These Sections)

Session #24: 4-22 Chapter 12: Nevada: The Sin Chapter 6 – A-D: Patterns of (Thursday) State Organization PDP Activities (No Test on these sections) WEEK #13 Chapter 12: The Sin State Chapter 6-E-G: Patterns of Session #25: 4-27 PDP Activities Organization (Tuesday) Practice Test: Patterns of Organization

Session #26: 4-29 Chapters 13 & 14: Hoodlums & Chapter 6 - E-G ~ Review Patterns of (Thursday) Las Vegas Organization PDP Activities Chapter Test – Chapter 6: Patterns & Organization WEEK #14 Chapters 15 & 16: Nevada Nevada Showcase Projects - Session #27: 5-4 Now & Postscript In Class Work (Tuesday) PDP Activities

Chapters 15 & 16: Nevada Now Nevada Showcase Projects - Session #28: 5-6 & Postscript In Class Work (Thursday) PDP Activities WEEK #15 Chapters 15 & 16: Nevada Now Nevada Showcase Projects- Session #29: 5-11 & Postscript In Class Work (Tuesday) PDP Activities READ 135 Course Syllabus, Spring Semester, 2010 15

EXIT EXAM Chapters 15 & 16: Nevada Now & Postscript Nevada Showcase Projects – 1s t set of Session #30: 5-13 PDP Activities groups present (Thursday) WEEK #16

Session #31: 5-18 FINALS WEEK - only 1 class Nevada Showcase Projects – 2nd set of (Tuesday) session groups present