COURSE SYLLABUS
RED 1008, POWER READING, T-R, Fall 2016
Meeting Location: Main Campus, Building E, Room - Computer Lab E-216
English, Mathematics, and Education Division
ILLINOIS VALLEY COMMUNITY COLLEGE
Instructor: Linda Thomas
Office Location: B-325
Phone: (815) 224-0478
Email: [email protected]
REQUIRED INSTRUCTIONAL TEXTS AND MATERIALS:
I Am Malala: The Girl who Stood Up for Education and Was Shot by the Taliban by Malala Yousafzai
with Christina Lamb
The Immortal Life of Henrietta Lacks by Rebecca Skloot
Portfolio with 5 sectional dividers
Highlighter
One pocket folder
Lined index cards or use computer generated table or card template
USB Drive
In or over-ear headphones
COURSE DESCRIPTION:
Power Reading develops college reading efficiency by strengthening inferential comprehension, vocabulary depth, and reading
rate. Students will actively analyze best sellers, explore current issues, sharpen skills by reading selections from a variety of
disciplines, and engage in roundtable discussions, Power Point presentations, written summaries, and computer research. This
course is offered in the classroom format. IVCC and transferable college credit is awarded.
Note regarding the use of technology:
Students in this course will be asked to use the computer to produce word-processed documents, receive and send e-mail from
student IVCC account, use presentation software, search the Internet, and use Blackboard to check announcements, assignments
and grades. Students, at minimum, should have a computer with Internet access at home or should have free time to work with
the computers at IVCC to complete computer work. The student should possess the ability to independently navigate the
computer, to create documents in a word processing program, and to send attachments via email. If you do not know how to do
these things, please contact me.
EXPECTED LEARNING OUTCOMES AND RELATED COMPETENCIES:
1. The student will reinforce word analysis and vocabulary skills.
1.1 The student will increase vocabulary to enhance fluency and understanding.
1.2 The student will develop a study system to extend vocabulary development.
1.3 The student will demonstrate different methods of gaining understanding of
unknown vocabulary: context, reference sources, phonics, word parts, etc.
2. The student will improve comprehension skills.
2.1 The student will use all communication modes (listening, speaking, writing,
viewing, experiencing) to enhance reading comprehension.
2.2 The student will use research sources (library, Internet, and/or interview) to
enhance experiential base.
2.3 The student will identify writing patterns.
2.4 The student will identify the topic, stated and implied main idea, and supporting
details of a selection.
2.5 The student will understand diversity through reading selections, react to what
is read, and generate ideas from the readings that will enhance further
understanding of the print experience.
2.6 The student will paraphrase and summarize reading selections.
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(EXPECTED LEARNING OUTCOMES AND RELATED COMPETENCIES Continued)
3. The student will apply study skills.
3.1 The student will apply active reading strategies to improve comprehension.
3.2 The student will review and apply textbook reading strategies.
3 .3 The student will review and apply a variety of note taking strategies.
3.4 The student will increase reading rate through increased reading and other strategies.
4. The student will apply critical reading and thinking skills to a text.
4.1 The student will identify varied views on a subject.
4.2 The student will identify faulty reasoning.
4.3 The student will identify bias.
4.4 The student will explain inferences in given selections.
4.5 The student will identify the themes of reading selections.
4.6 The student will analyze elements of fiction and nonfiction.
4.7 The student will apply principles learned in reading comprehension and study
skills to academic life.
GENERAL EDUCATION GOALS:
Goal 3: To construct a critical awareness of and appreciation for diversity.
Goal 4: To understand and use technology effectively and to understand its impact on the individual and society.
METHODS OF EVALUATION AND COURSE GRADES:
The course will involve reading and coming to understand a wide variety of issues and content areas. Letter grades
will be assigned to each student based upon attendance, the percentage of total points earned, and the final conference.
COURSE GRADE DISTRIBUTION
A = 90-100%
B = 80-89%
C = 70-79%
D = 60-69%
F = 59% or less
APPROXIMATE POINT DISTRIBUTION
•
•
•
•
•
Tests: vocabulary and comprehension.
Combination of activities, reflections, evaluations,
conference/s, portfolio check/s, and written or on-line
assignments
Reading in the Content Areas Group Project
Final Research Project
Final class and conference
*Student must maintain attendance requirement
Total points
*Available Extra Credit Support Services
INSTRUCTIONAL METHODS:
• Lecture
• Guided practice
• Group discussions
• Individual and Collaborative work
• Individualized conferences
• Presentations
• Assigned readings
• Rubric/Module guides
• Classroom Management System – Blackboard
• Written assessments (at the discretion of the instructor)
350
100
40
50
10
550
25
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COURSE POLICIES:
1. Attending class is critical for students who are seeking successful course completion. Arrive promptly for
class and stay for the duration of the class.
More than 4 class periods of course absences during the semester will result in failure.
* Being tardy (late) to class twice will be equivalent to one absence
It is mandatory to notify the instructor by phone at (815) 224-0478 or e-mail [email protected]
whenever unable to attend class. In critical situations of injury or hospitalization, alert the instructor
as soon as possible so an evaluation of the situation can be made on a case-by-case basis.
2. Complete and submit all work on time and present it professionally. One piece of late work or a test will be
accepted if the student has phoned (815) 224-0478 or emailed [email protected] the instructor about
the late work or test. This late submission should be verified with the instructor by the student showing
his/her Blackboard grade report and by the student sending an email to request that the missed test or
work be set if needed in the Assessment Center E-215 or in C-211 (in cases where the student receives
accommodations in that office).
3. Whenever emailing or leaving a phone message for the instructor, always state your full name, the course
name, and section number. Use standard written English. When requesting that a missed test be set up,
include the name of the specific test that you want the instructor to set up in the Assessment Center E-215
or in C-211. The student should complete the missed test within 48 hours or as directed by the instructor.
4. Actively participate in all class activities. Appreciate the classroom as an active environment of intellectual
challenge and exchange. Exhibit a willingness to share and to respect others’ ideas and the classroom setting.
5. Avoid using the lab computer, printer, or any personal technology device for any activities that are not directed by
the reading instructor. Make sure phones are silenced and put completely away during regular class and
assessment/testing time unless instructor directs usage.
6. Please refer to the IVCC Student Code of Conduct as outlined in the Student Handbook. A respectful
demeanor and discourse is expected at all times. Cheating/Plagiarism of any kind will result in failure.
7. Read and complete all assignments thoroughly. Most comprehension question answers on tests and assigned
writings must be word-processed.
8. Maintain an organizational Portfolio divided into five sections: (1) Master Schedule, (2) Course Syllabus,
(3) Handouts, (4) Research, and (5) Grade/Conference.
9. Each RED student is responsible for checking Blackboard and IVCC email daily. All electronic
correspondence will only be sent to the IVCC email and/or IVCC Blackboard account. When the instructor is absent,
check Blackboard announcements. For more information on accessing these accounts, contact Student Tech Support
at (815) 224-0318, email your question from the Student Tech Support homepage, or request help in person at the
HELP desk in the Learning Commons located in D-201.
WITHDRAWAL:
Students should be aware of the impact of a withdrawal on full-time status for insurance purposes and for financial aid. It is highly
recommended that students meet with their instructor before withdrawing from a class to discuss if a withdrawal is the best course of action
for that particular student. The final date for a student to initiate or request a withdrawal from this course is Mon., Nov. 7.
• There are a variety of ways a student can withdraw from a course.
o Requests can be made through WebAdvisor
o Requests can be made in person with photo ID by visiting the Admissions & Records Office
o Requests can be made through the student's instructor for the particular course. In the absence of the instructor, the student
must contact the Dean responsible for the course's scheduling.
To withdraw from all classes, the student can submit the request via WebAdvisor. In a situation where a student can’t submit via
WebAdvisor, the Admissions & Records Office is willing to assist students requesting a complete withdrawal. In this situation, the request
must be made to the Director or the Assistant Director of Admissions and Records.
The instructor reserves the right to withdraw a student who exhibits attendance or behavior inconsistent with course policies. By the
final withdrawal date, if the student has not been attending and the student is failing the course with no possibility in the final weeks
to pass the course, the instructor reserves the right to withdraw the student.
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Fall 2016 T-R RED 1008-02 ASSIGNMENT FRAMEWORK
(Subject to possible change)
IMPORTANT STUDENT ACCOMMODATIONS INFORMATION: This course is designed to support learners
in a safe environment. If you want to discuss your learning experience, please talk to me as early in the term as
possible. If you know you have, or suspect you have a disability (learning disability, physical disability, or
psychiatric disability such as anxiety, depression, bipolar disorder, AD/HD, post-traumatic stress, or others) or a
temporary disability for which you may need accommodations, please contact Tina Hardy, the Coordinator of
Disability Services, in C-211 to help determine if you are eligible for support. If you are eligible, bring the
accommodations letter you receive from Tina to me as soon as possible. *Those qualifying for I Am Malala:
The Girl Who Stood Up for Education and Was Shot by the Taliban by Malala Yousafzai with Christina Lamb
and The Immortal Life of Henrietta Lacks by Rebecca Skloot in an alternative audio format can get assistance
in office C-211. Additional contact information: [email protected], (815) 224-0284
DIRECTIONS FOR THIS ASSIGNMENT FRAMEWORK: Bolded print in this Assignment Framework
shows tests and assignments that are due that particular week and indicates dates when there are no IVCC
classes.
Regular print is reserved for upcoming homework assignments, due dates, and other explanatory information
(Aug. 18)
Complete Degrees of Reading Power (DRP) Test in class on Thursday, Aug. 18.
Homework:
Do: Purchase the non-fiction autobiography, I Am Malala: The Girl Who Stood Up for Education and Was
Shot by the Taliban by Malala Yousafzai with Christina Lamb, and the non-fiction biography, The Immortal
Life of Henrietta Lacks by Rebecca Skloot, three ring binder/portfolio with 5 sectional dividers, highlighter,
pocket folder, lined index cards if prefer handwritten cards, USB drive, and in or over-ear headphones.
Do: Before class meets on Tuesday, Aug. 23, carefully read the entire RED 1008 Course Syllabus. You will
need to be knowledgeable of this information to complete the Reading Inventory on Tuesday, Aug. 23.
(Aug. 23, 25)
Fill out carefully and hand in the Reading Inventory before leaving class on Tuesday, Aug. 23.
Organize three-ring binder Portfolio with 5 section dividers labeled with these headings: (1) Master Schedule,
(2) Course Syllabus, (3) Handouts/Reflections, (4) Research, and (5) Grades. Show your organized portfolio &
your two texts to the instructor by Thursday, August. 25.
Use handout to learn required MLA formatting for word-processed documents.
Homework:
Do: Make vocabulary cards for the 25 words taken from I Am Malala: The Girl Who Stood Up for Education
and Was Shot by the Taliban “Birmingham, England, June 2015” through Chapter 3 “Growing Up in a
School.” Follow the vocabulary handout. Use the online dictionary at www.dictionary.com. Print out your
word-processed vocabulary cards for discussion on Tuesday, August 30.
Do: Read I Am Malala: The Girl Who Stood Up for Education and Was Shot by the Taliban “Birmingham,
England, June 2015” through Chapter 3 “Growing Up in a School” and write out assigned Cornell Notes
answers for Thursday, Sept. 8.
(Aug. 30, Sept. 1)
Discuss 25 vocabulary cards on Tuesday, Aug. 30.
Vocabulary Test: Thursday, Sept. 1, I Am Malala: The Girl Who Stood Up for Education and Was Shot by the
Taliban “Birmingham, England, June 2015” through Chapter 3 “Growing Up in a School.” Hand in labeled
and bound cards prior to the test.
Homework:
Do: Prepare vocabulary cards for I Am Malala Chapters 4-9. Study for discussion on Tuesday, Sept. 6.
Do: Read and complete the assigned Cornell notes for “Birmingham, England, June 2015” through Chapter 3
“Growing Up in a School” for Thursday, Sept. 8.
*Optional Extra Credit Support Services as described on pages 7-8 are due Thursday, Dec. 8.
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(Sept. 6, 8)
Discuss completed vocabulary cards from I Am Malala Chapters 4-9 on Tuesday, Sept. 6. Test Sept. 13.
Cornell Notes due Thursday, Sept. 8, I Am Malala “Birmingham, England, June 2015” through Chapter 3
“Growing Up in a School.”
Homework:
Do: Study Vocabulary cards for Chapters 4-9 test on Tuesday, Sept 13.
Do: Cornell Notes for Chapters 4-9 due on Thursday, Sept. 15.
(Sept. 13, 15)
Test: Hand in labeled & bound I Am Malala Chapters 4-9 Vocabulary cards prior to the test on Tues., Sept. 13.
Cornell notes for Chapters 4-9 due with discussion on Thursday, Sept. 15.
*Discuss Content Area Reading Project criteria. Project dues, Tuesday, Sept. 27.
Homework:
Do: In advance, make an appointment with a tutor in the Writing Center to edit your Content Area Reading
summary paragraph during your free time, so you are ready to hand in the final revision on Tuesday, Sept. 27.
Do: Assign group reading assignments for I Am Malala Chapters 10-15. My reading assignment is
__________________________ for Sept 20 and 22.
*Optional Extra Credit Support Services as described on pages 7-8 are due Thursday, Dec. 8.
(Sept. 20, 22)
Group read I am Malala Chapters 10-15. Any pages of Chapters 10-15 not covered in class are required
outside reading.
Homework:
Do: Work on Content Area Reading Project: Research reading and test taking strategies for your selected
content area. Classmate packet: (1) a copy of 1-2 sample pages of reading in your content area and (2) handout
of reading strategies that would be suitable for this content area. Instructor packet: (1), (2), and (3) final copy
of your word-processed summary of your findings in paragraph form, (4) proof of having worked on your
paragraph with a tutor in the Writing Center located in the Learning Commons, D-201, and (5) the original
word-processed summary that you took to the Writing Center. Present findings in class discussion on Tuesday,
Sept. 27. (6) Feel free to use presentation software: a Prezi or Power Point.
(Sept. 27, 29)
Content Area Reading Project Presentations on Tuesday, Sept. 27.
Homework:
Do: Prepare I am Malala Chapters 16-21 by taking your own active reading notes. You may use these notes
during the test over these chapters on Oct. 6.
*Optional Extra Credit Support Services worth 25 course points detailed on pages 7-8 are due Thurs., Dec. 8.
(Oct. 4, 6)
Test: I am Malala Chapters 16-21 on Thursday, Oct. 6. *Your prepared notes will be collected with the
instructor prepared test question sheet and your word-processed test answers.
Homework:
Do: Prepare by actively reading I am Malala Chapters 22-Epilogue for test on Oct. 13.
(Oct. 11, 13)
Mid-term Test: I am Malala Chapters 22-Epilogue on Oct. 13.
Homework:
Do: Read and prepare assigned material for The Immortal Life of Henrietta Lacks by Rebecca Skloot,
including A Few Words About This Book, Prologue, through Chapter 7, for Thursday, October 20.
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(Oct. 18, 20)
Discuss the final PowerPoint or Prezi Research Project criteria. Project due on Tues., Dec. 6. Select topic.
Discussion and Notes: The Immortal Life of Henrietta Lacks by Rebecca Skloot, including A Few Words About
This Book, Prologue, through Chapter 7, due Thursday, October 20.
Homework:
Do: Prepare The Immortal Life of Henrietta Lacks by Rebecca Skloot, Chapters 8-16 for Thur., Oct. 27.
*Optional Extra Credit Support Services as described on pages 7-8 are due Thursday, Dec. 8.
(Oct. 25, 27)
Assessment: The Immortal Life of Henrietta Lacks by Rebecca Skloot, Chapters 8-16 on Thursday, October 27.
Homework:
Do: Work on final Research PowerPoint Project due Tuesday, Dec. 6.
(Nov. 1, 3)
RED 1008-02 will meet in Jacobs Library at 9:30-10:45 on Tuesday, Nov. 1, (focus on reputable articles, APA
documentation, video and images).
Homework:
Do: Prepare to group read The Immortal Life of Henrietta Lacks Part III, Chapters 17-23, for Tuesday, Nov. 8
and Thursday, Nov. 10. My assigned pages are ____________________.
Do: Actively read The Immortal Life of Henrietta Lacks Chapters 24-31 for test on Tuesday, Nov. 15.
Do: Work on final Research PowerPoint or Prezi Project due Tuesday, Dec. 6.
(Nov. 8, 10)
*Last date for student withdrawal from this course is Monday, Nov. 7.
Group read The Immortal Life of Henrietta Lacks by Rebecca Skloot, Chapters 17-23 on Nov. 8 and 10. *Each
student is responsible for reading any part of Chapters 17-23 that are not completed in class.
Homework:
Do: Actively read The Immortal Life of Henrietta Lacks Chapters 24-31 for test on Tuesday, Nov. 15.
Do: Work on final Research PowerPoint or Prezi project due Tuesday, Dec. 6.
(Nov. 15, 17)
Assessment: The Immortal Life of Henrietta Lacks Chapters 24-31, for Tuesday, Nov. 15.
Homework:
Do: Prepare assigned pages of Chapters 32-Afterword for inclusion at the beginning of your final research
project that is due on Dec. 6.
*Optional Extra Credit Support Services described on pp. 7-8 are due on Thursday, Dec. 8.
(Nov. 22)
College Closed for Thanksgiving Break Nov. 23-26.
Homework:
Do: Actively read and prepare the assigned pages of The Immortal Life of Henrietta Lacks Chapter 32Afterword for inclusion at the start of your final research Power Point or Prezi project on Dec. 6.
Do: PowerPoint or Prezi Research Project due on Tuesday, Dec. 6.
(Nov. 29, Dec. 1)
Homework:
Do: Work to finish your PowerPoint or Prezi Research Project due on Tuesday, Dec. 6. Include at the beginning of your
project your assigned final pages of Chapters 32-Afterword.
*Optional Extra Credit Support Services as described on pages 7-8 are due Thursday, Dec. 8
(Dec. 6, 8)
Present PowerPoint Research Projects with assigned Chapters 32 –Afterword pages on Dec. 6 and Dec. 8.
Hand in any final optional Extra Credit Support Services on Dec. 8.
(EXAM WEEK) Final class meeting for RED 1008-02 is Tuesday, Dec. 13 from 9:00-11:00
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*Extra Credit SUPPORT SERVICES: Each student has the opportunity to complete by Dec. 8,
2016, a maximum of 5 services as described below to earn 25 extra credit course points. There are 14 different
services listed below to choose from. *You may use four of the services more than once for points:
1. seeking direct reading course help from the instructor, Linda Thomas, during office hours, 2. seeking
reading course help in the Learning Commons from tutors in the Peer Tutoring Center in D-201, 3. seeking
reading course help from tutors in the Writing Center in D-201, or 4. attending more than one IVCC
sponsored speaker, film, drama, etc. *Points will start calculating into course average as earned.
1. Seek reading course assistance from the instructor, Linda Thomas, in B-325 during office hours. Your
instructor knows what is expected in the course and wants to help you succeed.
2. To get help with your reading course, use the free on campus Peer Tutoring Center available to all IVCC
students at (815) 224-0479 in the Learning Commons, D-201.
3. To get help with your reading course, use the free Main Campus Writing Center available to all IVCC
students in the Learning Commons in D-201 under the directorship of Nora Villarreal at
[email protected] or (815) 224-0331. *To see if reading course assistance is offered at the IVCC Ottawa
Campus, contact (815) 224-0800.
4. You may be eligible for academic accommodations if you have a documented physical, psychiatric (anxiety,
depression, bipolar disorder, AD/HD, post-traumatic stress, or others) or cognitive disability such as a learning
disability. If you have a disability or a temporary disability and need more information regarding possible
accommodations, please contact the Coordinator of Disablity Services Tina Hardy at ([email protected], 224-0284) or
stop by office C-211.
5. During the semester, IVCC will often offer special programs, speakers, or films, to build students’ background
knowledge in a range of topics or in the study skills necessary for college success. As the semester unfolds, I
will alert you to opportunities that qualify for support points.
6. If you are identified as having possible light sensitivity, complete the individual Irlen Sensitivity screening
(approximately one hour) for the support service points. Discuss with your instructor.
7. The Reading, Writing, Study Skills Lab in B-201 under the directorship of Jennifer Bubb offers students
1-credit Pass/Fail courses to improve overall reading, study, and test-taking skills. Enrolling and successfully
completing one of these specific Pass/Fail courses will qualify for the support service points: Vocabulary RED
0901, Test-taking Techniques SSK 0902, Using Study Systems SSK 0903, and Motivation and Planning RED
0907. (Partial points will be awarded until course completion.) [email protected] (815) 224-0277.
8. The college offers a 2-credit Strategies for College course, SFC 1000, to support students as they work toward
their academic goals. Taking this course and successfully completing it qualifies for the support service points
(partial points will be awarded until course completion).
9. The Basic Computer Skills Inventory is free to IVCC students. Many of you took this inventory when you took
the placement exam. It assesses your computer concepts, file management, word processing, Internet, email,
PowerPoint and keyboarding skills. If you have not taken this inventory, please contact the Assessment Center in
room E-215 and make an appointment to complete the inventory. Once the inventory is taken, you can earn the
points for this support service by showing proof of passing the assessment with a 75% or higher or by
taking the appropriate computer course to build your computer skills.
10. After the class session in Jacob’s Library devoted to finding sources for your research project, if you still
need one-on-one source help from a librarian for your research PowerPoint or Prezi final reading project,
please ask for verification from the librarian regarding what help was given to you on what specific date, and this
will also count for support service points.
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11. Student Technology Orientations During the 50-minute free orientation session, students receive assistance
with logging into their Network, Blackboard and Email accounts. Orientation sessions are held in the Learning
Commons D-201 and are open to all online and on-campus students. Please visit the Learning Commons in
D-201 or contact Michelle Story via email, [email protected] or phone 815-224-0441, to set up an
appointment to receive the orientation.
12. Making and completing an appointment with your counselor to schedule Spring 2017 classes, set future goals,
discuss personal issues that may impact or are impacting your ability to be as successful as you want to be in
your courses at IVCC, or to discuss your intended degree program and/or transfer plans qualifies you for these
points.
13. You may be eligible to receive services from Project Success. Many students consider Project Success an oasis
of support that really feels like a second family to them. Its primary purpose is to assist students who plan to
transfer to 4-year colleges or universities. You can start the process by completing the online application
posted on the IVCC Project Success website. Make a copy of your online application before submitting.
Applicants will receive notification after the application is processed. The Director of Project Success/Student
Support Services is Chris Herman. Contact [email protected] or (815) 224-0593.
14. While researching for your presentation on content area reading strategies, you may decide to make an
appointment and meet face-to-face with an IVCC instructor teaching in that content area for ideas or consult
face-to-face with a Jacobs Library librarian to secure a reputable source for the project. If so, just get verification
of the visit to receive these support service points.