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SYLLABUS CI: 512 Fall 2016: M-6:30-9

Wham 210B

Reading in the Elementary School Hybrid-Online with Campus Meetings

Instructor: Dr. Crystal Caffey Telephone: 618.453.4215

Office: Wham 322N E-mail: ccaffey@siu.edu

Office Hours: Tuesday & Thursday.: 8:30 a.m-10:30 a.m., 12:15a.m.-1:15 p.m., or by appointment

Course description: CI 512 deals primarily with the teaching of developmental reading in the elementary

(K-8) school classroom. Emphasis is placed both on current methods used in reading instruction and

assessment and on current thinking and research related to those. Lecture, discussion, presentations, small

group exercises, online discussions, and outside projects comprise the major course activities. This course

has a technology/media component that requires students to be comfortable and proficient with various

forms of media and technology. The course is designed as a highly interactive online experience that will

require students to present and participate in Echo 360 webinars as well as other virtual meetings. In

addition, students enrolled in the course must have access to a classroom or children (not related to them) to

complete some assignments.

Required Text: Taylor, B. M., & Duke, N. K. (Eds.). (2013). Handbook of effective literacy instruction: Research-based

practice K-8. New York: Guilford Publications.

Recommended Text: Litt, D. G., Martin, S. D., & Place, N. A. (Eds.). (2015). Literacy teacher education. New York: The

Guilford Press.

Required Internet Access: It is your responsibility to ensure that you have account access to the site prior

to the 2nd class meeting.

1. D2L (access D2L via the SIU Online link at the top of the SIUC main page using dawgtag login) 2. Echo 360 (SIU’s Center for Teaching Excellence) 3. Livetext 4. Other (free) sites as required throughout the semester

Course Objectives: Upon completion of

this course, each student will have

demonstrated knowledge of and/or

competency in the following:

IPTS ILA InTASC Related

Assignments

Nature of/models of the reading/literacy

process 1A-G, 2A-C 1.1, 1.2, 2.1, 2.2 4a-i

Lit Review,

Digital Story

Reading as a language art and a literacy

process; the reading-writing connection 1B, 2B, 2G, 1K 1.1, 2.1, 5.2, 5.3 4j-o

Webinars, Lit

Review,

Digital Story

Major approaches to reading/literacy

instruction 1A, 1B, 1C, 1G 1.1, 1.2, 2.1, 2.2

1d-g, 2g, 4b-h,

7a-q, 8a-s

Webinars, Lit

Review

Research based strategies that promote the

Development and application of the five

dimensions of reading: phonemic

awareness, phonics, vocabulary,

1A- 1F, 1J, 2A, 2E,

2K, 4A 2.1 2.2, 2.3, 3.3

1a-b, 2b, 2e-f,

8a-o, 8g, 5a-s

Webinars, Lit

Review,

Digital Story

mailto:ccaffey@siu.edu

fluency, and comprehension

The convergence of literacy and

technology 1I, 2D, 2G, 2G, 4G-

H, 6N 4.2, 5.1, 3h, 8g

Interactive

Toolbox,

Interactive

Lesson Plan

Assessment and evaluation of literacy

processes 1A-B 3.1 1a-c, 6a-v

Webinars,

Digital Story

Incorporation of new literacies 1A, 1F, 1M, 4E-H,

6K, 6N 2.3 3h, 8g

Webinars,

Interactive

Toolbox,

Interactive

Lesson Plan

Inclusivity of age, ability, gender, race,

ethnicity, and class in literacy instruction. 2D-F, 3D-N, 4M-N 1.3, ,4.1, 4.2, 4.3,

5.1, 5.2, 5.3, 5.4,

6.4

1b, 1d-k, 2a-o,

3i Webinars

Course requirements/expectations (subject to revision due to student and/or instructor needs):

**The instructor would like to presume that each participant comes with a desire to develop scholarly

attitudes and expertise as an educator. Although assignments are given points to determine grades, the

instructor would like to believe that each participant endeavors to acquire knowledge beyond a concern

about a transcript grade. Students in this course are expected to:

1. Gain access to various sites: We will delve heavily into technology use. All assignments and will be submitted via D2L, and may require the use of Echo 360. Therefore, you must have access to your

D2L account once the course begins and request a Echo 360 account.

2. Participate actively and regularly in class discussions and activities: In order to fully participate, you must read all of the assigned materials, complete coursework, and use the information in

discussions and assignments. Participation will be evaluated regularly on the basis of quality as well

as quantity. You must be willing to engage in hands-on learning and assess your own practices and

behaviors as well as the practices and behaviors of others.

3. Exhibit professional behavior & civility in the online classroom: Students are expected to assist in maintaining an online environment which is conducive to learning. Evidence of professional

demeanor/disposition is expected. Exhibit sensitivity to diversity (cultural and otherwise). In order

to assure that all students have the opportunity to benefit from this experience; students are

expected to attend to rules of netiquette. Netiquette is basically using good manners in

cyberspace. Since all of your work is submitted over the net, and you will be communicating with

your instructor and colleagues online, be sure your written words are not offensive to the receiver.

Remember email, chat logs, discussions, texts, and blogs are documents, and can be read by those

other than the intended audience. Flaming or making personal attacks on a person is unacceptable.

Whether you are in a chat room, using email, posting to a discussion area, or using other technology,

remember to use proper netiquette. Inappropriate behavior in the classroom may result, minimally,

in a request to withdraw from class.

4. Demonstrate professional ethics (including honesty and trustworthiness) and work ethic:

All work that is to be turned in for an evaluation is expected to be the student’s own, prepared specifically for this course, using appropriate APA 6th edition citations where needed. Acts of

academic dishonesty, including but not limited to cheating and plagiarism, will not be tolerated!

Minimally, in instances where academic dishonesty is suspected, no credit will be given for the work.

Additional recourses may be taken following the university policies.

All work submitted must be submitted via D2L. You will be given formats to use for various assignments that are to be submitted. It is expected that you will follow these formats as you prepare

the assignments. Failure to do so will result in the grade being lowered significantly.

Assignments posted on the syllabus are due the week or day of the week noted on the syllabus unless you are told differently by the instructor. In extreme circumstances where is may be necessary for you

to turn in an assignment late, arrangements must be made in advance. Otherwise, late submissions will

not be accepted or graded.

o Safeguards: It is highly recommended that you back up every piece of work that you do on a flash drive and make a hard copy. Keep screen shots showing submission of assignments

online.

Deadlines: Odd things happen in cyberspace: emails get lost; servers disconnect temporarily, logins are impossible, etc. Do not wait until the last minute to complete your assignments. Allow

time to meet deadlines. Be sure to check your D2L course mail and announcements often for

important messages.

5. Exhibit appropriate written and oral language facility: It is important that teachers who are responsible for children’s literacy development (as all teachers are) serve as models for students. Therefore, standard

written and oral English are valued highly in this class; students who anticipate difficulty with either are

encouraged to speak with the instructor as soon as possible. The S.I.U. Writing Center is an asset to those

who may need the assistance.

SPECIAL ACCOMMODATIONS

Special accommodations will be made for any student who has a documented need. Students requesting special

accommodations must inform the instructor during the first week of class.

EMERGENCY PROCEDURES Southern Illinois University Carbondale is committed to providing a safe and healthy environment for

study and work. Because some health and safety circumstances are beyond our control, we ask that you

become familiar with the SIUC Emergency Response Plan and Building Emergency Response Team

(BERT) program. Emergency response information is available on posters in buildings on campus,

available on BERT’s website at www.bert.siu.edu, Department of Safety’s website www.dps.siu.edu

(disaster drop down) and in Emergency Response Guideline pamphlet. Know how to respond to each

type of emergency. Instructors will provide guidance and direction to students in the classroom in the

event of an emergency affecting your location. It is important that you follow these instructions and

stay with your instructor during an evacuation or sheltering emergency. The Building Emergency

Response Team will provide assistance to your instructor in evacuating the building or sheltering within the

facility.

COURSE GRADE DETERMINATION (subject to revision at instructor’s discretion): Evaluation of

all work is based upon instructor’s judgment of the knowledge of content and application, quality and

depth of the work presented, and the rational processes used by students. Grading procedures on

assignments vary and may include written feedback (minus a letter or percentage grade), the assignment of

points and/or letter grades, the use of rubrics and checklists as well as peer feedback/assessment. The grade

for CI 512 will be determined as follows:

Literacy Webinar Facilitator/Participant (25%) – Each student must sign up to facilitate two class

discussions. As the discussion facilitator, you are responsible for creating a Prezi or Emaze presentation to

aid in the facilitation of a literacy webinar on the chosen topic. Webinars will be recorded via Echo 360,

uploaded to the CI 512 folder, and a link place into the appropriate area in D2L. Each presentation should

be designed to encourage discussion amongst colleagues in the course. Each student is responsible for

actively participating in the online discussion.

Facilitator-The discussion facilitator is responsible for conducting a webinar presentation via Echo 360. As part of the webinar, create a Prezi or Emaze presentation that succinctly outlines the “big ideas” from

topic readings and supplemental materials and. In addition, each facilitator must provide additional

resources (videos, demonstrations, websites, teacher resources, etc.) specific to the topic (as part of the

Prezi). Facilitators must actively involve colleagues in the virtual discussion by designing an interactive

activity, asking questions, and using thought provoking probes that encourage colleagues to examine the

topic beyond what is presented in the readings. Each presentation should last no longer than 45 minutes.

Literacy Webinars must be posted by 6:30 pm on the Monday of the designated week. Facilitators are

responsible for posting a link to the recording of the webinar, embedding or linking the Prezi or Emaze,

and additional resources under the appropriate D2L discussion section.

Participant-Each student is expected to virtually attend each webinar presentation and to actively participate in the online discussion about the topic. Participants must post at least one well thought out

original response to the presentation before responding to at least one colleague’s post. It is expected

that each respondent’s comments are meaningful, reflective and exhibit critical analysis of the readings.

It is possible and you are encouraged to post additional responses beyond the initial one. All responses

those must be logged prior to the date of the next webinar. Responses will be evaluated based on each

participant’s ability to exhibit an understanding of the materials (quality/depth) as well as your ability to

go beyond the readings, pose/respond to questions, and participate in the discussion. It is not enough to

simply recap information from the readings or identify a personal connection to the topic. You must

also actively respond to points made by the facilitator and colleagues and think critically about the

information from the readings.

Engaging New Literacy Practices (30%)- As information and communication technologies continually

redefine the nature of literacy, it is essential that we explore what this means in terms of literacy. Thus, for

this assignment you will explore Web 2.0. and design plans for using these applications in your own literacy

instruction. This assignment will be assessed in two parts:

I) Interactive Literacy Toolbox (20%)-You will research various interactive Web or app technologies and design either a Gibbons playlist or a Pearltree that is suitable to share with colleagues. Your

goal is to find those rare gems of a website or app that can be used interactively with students to

foster literacy development while steering clear of sites commonly used by teachers and sites that

are only teacher resources. Your final submission must include minimally, 25 resources (websites,

apps, programs, etc) that can be used interactively (by students independently or with students

during a lesson) and, you must provide a detailed explanation of each resource as well as a list of

feasible “teaching tips” which detail how the resource may be used during literacy instruction. It is

extremely important that the resources identified and shared on one student’s submission are

NOT DUPLICATED by any other student in the course. The goal is for each of you to leave

with a wealth of vastly different resources that you might use in your teaching. Sites included in the

final submission must be approved by the instructor.

II) Interactive Literacy Lesson Plan(10%)-Building upon the Interactive Literacy Toolbox resources, you will design (or extensively adapt) a literacy lesson in which a particular interactive Web 2.0

site/application is central to transforming student collaboration, sharing, learning, etc. You will

introduce your colleagues to your chosen web 2.0 site/application virtually and share your plan for

its use.

“Best Practice” Digital Story- (40%)- “Digital Storytelling is the practice of using computer-based tools to

tell stories. As with traditional storytelling, most digital stories focus on a specific topic and contain a

particular point of view. However, as the name implies, digital stories usually contain some mixture of

computer-based images, text, recorded audio narration, video clips and/or music. Digital stories can vary in

length, but most of the stories used in education typically last between two and ten minutes

(http://digitalstorytelling.coe.uh.edu/).” This assignment will be assessed in three parts:

A) Literature Review (10%)-For the first part of this assignment, you will need to select a particular area of literacy (see the course textbook) and locate three research articles about practices in that

area. After reading the articles, you will summarize the findings of each article (no longer than one

page for each summary). Then, you will write a one-page synthesis of the readings (looking for

themes across the three articles). You should conclude your synthesis by choosing a particular best

practice strategy or approach, situated within the research evidence, to implement into your

teaching. Make sure that you DO NOT PLAGIARIZE within your summary and synthesis!

http://digitalstorytelling.coe.uh.edu/

B) Implementation/Story Board Virtual Conference (5%)-For the second part of this assignment, you will need to put into practice this evidence-based best practice over the course of at least five

different sessions with actual K-8 students. You will need to maintain digital records (videos and

pictures) that document the process as well as your thinking about the successes and challenges of

integrating this approach and its effectiveness with students. These digital documents form the basis

of your digital story and will be uploaded into either Windows Live Moviemaker or iMovie. Once

uploaded, you will sequence the digital media and develop a script for your movie. Students are

responsible for signing up for and having a brief conference (10-20 minutes) with the instructor to

discuss design elements and scripting of the digital story.

C) Digital Story Presentation (25%)- For the presentation, you will be required to create a digital story that chronicles the topic and best practice that you selected and implemented. Your story should

encompass all aspects of the entire project (topic selection, research surrounding the topic, best

practice implementation, and reflections on implementation). You will present your digital story

during the scheduled viewing party (format to be determined). **Final project is a required Livetext submission and must be included in the Reading Specialist Portfolio**

Final Exam Glog (5%)- This final reflective piece provides an opportunity for you to analyze and make

connections to the materials and its implications for you as a literacy educator. You will be provided

specific guidelines for creating a reflective Glog. This piece should be grounded in the knowledge that you

have gained about adolescents and literacy over the course of the semester as well as your discoveries about

yourself as a teacher of reading.

Attendance, professional demeanor, class participation - The success of this online course depends on

the commitment from each of you to being an active learner in this hybrid learning community. As such,

you will be asked to take a much more active part in the facilitation of the course and to participate in some

online activities that, while not accounted for above, are no less important. Your full and active

participation in these activities is paramount in building a sense of community in our online course.

Although I understand that emergencies and circumstances may occasionally intervene, absences during

webinars and online meetings or consistently late assignments and lack of active participation will lower

your grade in the course.

Teacher Education Program

The Teacher Education Program (TEP) at Southern Illinois University

Carbondale is fully accredited by the National Council for the

Accreditation of Teacher Education/ Council for the Accreditation of

Educator Preparation (NCATE/CAEP) and by the Illinois State Board

of Education. Spanning the entire university, the Teacher Education

Program is administered through the College of Education and

Human Services and includes majors from the College of Education and Human Services, the

College of Science, the College of Liberal Arts, and the College of Agricultural Sciences. Teacher

education programs approved by the State Educator Preparation and Licensure Board (SEPLB) are

offered at the undergraduate level in early childhood education, elementary education, special

education, secondary education, and in majors and minors that lead to the special certificate to

teach K-12 art, music, physical education, and foreign languages.

Teacher Education Conceptual Framework:

Preparing Reflective Educational Leaders

The conceptual framework identified by Southern Illinois University Carbondale’s College of

Education and Human Services reflects the professional community’s commitment to preparing

reflective educational leaders at both the undergraduate and graduate levels. Reflective educational

leaders are able to review, reconstruct, reenact, and critically analyze their own and their students’

performances as a means to formulate explanations with evidence. A reflective educational leader

fosters his/her professionalism in practice when he/she values students’ myriad identities, equips

students with the literacies required to participate in a democratic society, and engages

stakeholders to make this learning accessible, rigorous, and relevant.

Our conceptual framework views the professional development of teachers and other educational

personnel to be an evolutionary and maturational process. Our goal is to prepare a competent,

reflective educational leader, ready to assume the responsibilities of educating individuals but with

full awareness that his or her induction into the profession continues throughout the duration of his

or her professional career. We believe that our teacher candidates not only practice reflective

thinking but also become practitioners of reflective action. We believe that effective teaching is

characterized by interactions with students to present subject matter, followed by informed

reflection on these interactions and presentations. Teachers should make decisions among methods

and content based on their competence in both subject matter and pedagogy, rather than acting as

technicians following a predetermined curriculum. All unit programs are aligned to the Illinois

Professional Teaching Standards as well as standards from their respective content areas.

The model above represents the three major tenets of SIU’s Teacher Education Program:

Literacies, Identities, and Engagement:

Literacies:

Reflective educational leaders understand the vast array of literacies students need to function in

today’s modern society. This includes knowledge of reading, writing, and aural communication

within the content area as well as media, scientific and quantitative literacy (Chessin & Moore,

2004; Crowe, Connor, & Petscher, 2009; Cunningham & Stanovich, 2001; Delpit, 1995; Kear,

Coffman, McKenna, & Ambrosio, 2000; Leinhardt & Young, 1996; McKenna & Kear, 1990;

Moje, 2008; Perry, & Delpit, 1998; Shulman, 1987; Schwartz, 2005; Wilson, 2006; Wineburg,

2001).

Identities:

Reflective educational leaders understand the diverse characteristics and abilities of all students

and how these students develop and learn within the context of their social, economic, cultural,

linguistic, and academic experiences. Using these experiences they create instructional

opportunities to maximize student learning (Brown, 2005; Cramer, 2006; Epstein, 2009; Irvine,

1997; Olsen, 2010; Rose & Meyer, 2002; Vygotsky, 1962/1996; Washburn, Joshi, & Binks-

Cantrell, 2011).

Engagement:

Reflective educational leaders are ethical and reflective practitioners who exhibit professional

engagement by providing leadership in the learning community and by serving as advocates for

students, parents or guardians, and the profession (Amatea, Daniels, Bringman, & Vandiver, 2004;

Bemak, & Chung, 2008; Hiebert, Morris, Berk, & Jansen, 2007; Keys, Bemak, Carpenter, & King-

Sears, 1998; Lach & Goodwin, 2002; Ladson-Billings, 1995; McCann & Johannessen, 2008; Ratts,

DeKruyf, & Chen-Hayes, 2007).

Dispositions

The professional attitudes, values, and beliefs demonstrated though verbal and nonverbal behaviors

(dispositions) as educators interact with students, families, colleagues, and communities should

support student learning and development. These dispositions are:

The candidate demonstrates professionalism:

dependability and reliability

honesty, trustworthiness, ethics

enthusiasm, love of learning and commitment to the profession

The candidate values human diversity:

shows respect and sensitivity to the learning needs and abilities of all individuals

shows respect and sensitivity to the diverse cultures, languages, races, and family compositions of all individuals

strives for best practices to address diverse learning needs and abilities of all individuals

strives for best practices to address diverse cultures, languages, races, and family compositions of all individuals

collaborates with diverse peers, professional colleagues, staff and families

The candidate develops professionally:

engages in ongoing acquisition of knowledge

engages in development of research-based practices

assesses own performance and reflects on needed improvements

References

Amatea, E. S., Daniels, H., Bringman, N., & Vandiver, F. M. (2004). Strengthening counselor-

teacher-family connections: The family-school collaborative consultation project. Professional

School Counseling, 8(1), 47-55.

Bemak, F., & Chi-Ying Chung, R. (2008). New professional roles and advocacy strategies for

school counselors: A multicultural/social justice perspective to move beyond the nice counselor

syndrome. Journal of Counseling & Development, 86(3), 372-382.

Brown, B. (2005). The politics of public discourse, identity, and African-Americans in science

education. The Negro Educational Review, 56(2&3), 205-220.

Chessin, D. B., & Moore, V. J. (2004). The 6-E learning model. Science & Children, 47-49.

Cramer, K. (2006). Change the Way You See Everything through Asset-Based Thinking. Running

Press.

Crowe, E. C., Connor, C. M., & Petscher, Y. (2009). Examining the core: Relations among reading

curricula, poverty, and first through third grade reading achievement. Journal of School

Psychology, 47, 187-214.

Cunningham, A. E., & Stanovich, K. E. (2001). What reading does for the mind. Journal of Direct

Instruction, 1(2), 137-149.

Delpit, L. (1995). Other people’s children. Cultural conflict in the classroom. New York: The New

Press.

Epstein, T. (2009). Interpreting national history: Race, identity, and pedagogy in classrooms and

communities. New York: Routledge.

Hiebert, J., Morris, A., Berk, D., & Jansen, A. (2007). Preparing teachers to learn from teaching.

Journal of Teacher Education, 58(1), 47-61.

Irvine, J. (1997). Critical knowledge for diverse teachers and learners. Washington, DC: American

Association of Colleges for Teacher Education.

Kear, D. J., Coffman, G. A., McKenna, M.C., & Ambrosio, A. L. (2000). Measuring attitude

toward writing: A new tool for teachers. The Reading Teacher, 54(1), 10-23.

Keys, S. G., Bemak, F., Carpenter, S. L., & King-Sears, M. (1998). Collaborative consultant: A

new role for counselors serving at-risk youths. Journal of Counseling & Development, 76(2),

123-133.

Lach, M. & Goodwin, D. (2002). Everyone needs a mentor. The Science Teacher, 50-52.

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American

Educational Research Journal, 32(3), 465-491.

McCann, T., & Johannessen, L. (2008). Mentoring matters. The English Journal, 98(2), 86-88.

McKenna, M.C., & Kear, D.J. (1990). Measuring attitude toward reading: A new tool for teachers.

The Reading Teacher, 626-639.

Olsen, B. (2010). Teaching for Success: Developing Your Teacher Identity in Today's Classroom.

Boulder, CO: Paradigm.

Perry, T., & Delpit, L. (eds.) (1998). The real Ebonics debate. Power, language, and the education

of African-American children. Boston: Beacon Press.

Ratts, M. J., DeKruyf, L., & Chen-Hayes, S. (2007). The ACA advocacy competencies: A social

justice advocacy framework for professional school counselors. Professional School Counseling,

11(2), 90-97.

Rose, D. H., & Meyer, A. (2002). Teaching every student in the digital age: Universal design for

learning. Alexandria, VA: Association for Supervision and Curriculum Development.

Leinhardt, G. & Young, K. (1996). Two texts, three readers: Distance and expertise in reading

history. Cognition and Instruction, 14(4), 441-486.

Moje, Elizabeth. 2008. “Foregrounding the disciplines in secondary literacy teaching and learning:

A call for change.” Journal of Adolescent and Adult Literacy 52, 96-107.

Shulman, L. (1987). Knowledge and teaching: Foundations of the new reform. Harvard

Educational Review, 57(1), 1-32.

Schwartz, G. (2005). Overview: What is media literacy, who cares and why? In G. Schwartz & P.

Brown (Eds.), Media literacy: Transforming curriculum and teaching, pp. 5-17. Malden, MA:

Blackwell Publishing.

Vygotsky, Lev (1962/1996). Thought and language, Rev. Ed. Cambridge, MA: MIT Press.

Washburn, E. K., Joshi, R. M., & Binks-Cantrell, E. S. (2011). Teacher knowledge of basic

language concepts and dyslexia. Dyslexia, 17, 165-183.

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Portsmouth, NH: Heinemann.

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teaching the past. Philadelphia, PA: Temple University Press.

Fall 2016R.O’Rourke

Syllabus Attachment Fall 2016

IMPORTANT DATES * Semester Class Begins :……...…………………………………….08/22/2016

Last day to add full-term course (without Dean’s signature): …..08/28/2016

Last day to withdraw from the University with a full refund: …….09/02/2016

Last day to drop a full-term course for a credit/refund:…………...09/04/2016

Deadline to apply to graduate at the end of this term:………….....09/16/2016

Last day to drop a full-term course (W grade, no refund): ………..10/30/2016

Final examinations: ………………………………………12/12–12/16/2016

Commencement: ………………………………………………..…12/17/2016

Note: For more detailed information on the above deadlines, please visit http://registrar.siu.edu/

calendars. For add/drop dates that apply to shorter-than-full-term courses, please look at the

Schedule of Classes search results at http://registrar.siu.edu/schedclass/index.php

FALL SEMESTER HOLIDAYS

Labor Day Holiday 09/05/2016

Fall Break 10/08—10/11/2016

Veterans Day Holiday 11/11/2016

Thanksgiving Vacation 11/23—11/27/2016

WITHDRAWAL POLICY ~ Undergraduate only

Students who officially register for a session must officially withdraw from that

registration in a timely manner to avoid being charged as well as receiving a failing

grade for those classes. An official withdrawal must be initiated by the student, or on

behalf of the student through the academic unit, and be processed by the Registrar’s

office. For the proper procedures to follow when dropping courses and when with-

drawing from SIU visit: http://registrar.siu.edu/students/withdrawal.php

INCOMPLETE POLICY~ Undergraduate only

An INC grade may be assigned when, for reasons beyond their control, stu-

dents engaged in passing work are unable to complete all class assignments for the

course. An INC must be changed to a completed grade within one full semester

(undergraduates), and one full year (graduate students), from the close of the term in

which the course was taken or graduation, whichever occurs first. Should the student

fail to complete the remaining course requirements within the time period designat-

ed, the incomplete will be converted to a grade of F and such grade will be computed

in the student's grade point average. For more information visit:

http://registrar.siu.edu/grades/incomplete.php

REPEAT POLICY

An undergraduate student may, for the purpose of raising a grade, enroll in a course

for credit more than once. For students receiving a letter grade of A, B, C, D, or F,

the course repetition must occur at Southern Illinois University Carbondale. Effective

for courses taken Summer 2013 or later, only the most recent (last) grade will be

calculated in the overall GPA and count toward hours earned.

This policy will be applied to all transferrable credit in that only the last grade will be

used to calculate grade point average. Only those courses taken at the same institu-

tion are considered repeats under this policy. See full policy at

http://registrar.siu.edu/students/repeatclasses.php

GRADUATE POLICIES

Graduate policies often vary from Undergraduate policies. To view the applicable

policies for graduate students, please refer to the graduate catalog at

http://gradschool.siu.edu/about-us/grad-catalog/

DISABILITY POLICY

Disability Support Services provides the required academic and programmatic sup-

port services to students with permanent and temporary disabilities. DSS provides

centralized coordination and referral services. To utilize DSS services, students must

contact DSS to open cases. The process involves interviews, reviews of student-

supplied documentation, and completion of Disability Accommodation Agreements.

http://disabilityservices.siu.edu/

PLAGIARISM

Student Conduct Code http://srr.siu.edu/student-conduct-code/

Guidelines for Faculty http://pvcaa.siu.edu/_common/documents/Plagiarism/Guide%

20to%20Preventing%20Plagiarism.pdf

SAFETY AWARENESS FACTS AND EDUCATION

Title IX makes it clear that violence and harassment based on sex and gender

is a Civil Rights offense subject to the same kinds of accountability and the

same kinds of support applied to offenses against other protected categories

such as race, national origin, etc. If you or someone you know has been har-

assed or assaulted, you can find the appropriate resources here:

http://safe.siu.edu

SALUKI CARES

The purpose of Saluki Cares is to develop, facilitate and coordinate a univer-

sity-wide program of care and support for students in any type of distress—

physical, emotional, financial, or personal. By working closely with faculty,

staff, students and their families, SIU will continue to display a culture of

care and demonstrate to our students and their families that they are an im-

portant part of the community. For Information on Saluki Cares: call(618)

453-1492, email siucares@siu.edu, or http://salukicares.siu.edu/

SIU's EARLY WARNING INTERVENTION PROGRAM (EWIP)

Students enrolled in courses participating in SIU’s Early Warning Interven-

tion Program might be contacted by University staff during a semester. More

information can be found at the Core Curriculum’s Overview webpage:

http://corecurriculum.siu.edu/program-overview/

EMERGENCY PROCEDURES

We ask that you become familiar with Emergency Preparedness @ SIU.

Emergency response information is available on posters in buildings on cam-

pus, on the Emergency Preparedness @ SIU website, and though text and

email alerts. To register for alerts visit: http://emergency.siu.edu/

STUDENT MULTICULTURAL RESOURCE CENTER

The Student Multicultural Resource Center serves as a catalyst for inclusion,

diversity and innovation. As the Center continues its work, we are here to

ensure that you think, grow and succeed. We encourage you to stop by the

Center, located in Grinnell Commons, to see the resources available and

discover ways you can get involved on the campus. Visit us at http://

inclusiveexcellence.siu.edu/

LEARNING AND SUPPORT SERVICES

Help is within reach. Learning support services offers free tutoring on cam-

pus and math labs. To find more information please visit the Center for

Learning and Support Services website:

Tutoring : http://tutoring.siu.edu/

Math Labs http://math.siu.edu/courses/course-help.php

WRITING CENTER

The Writing Center offers free tutoring services to all SIU students and facul-

ty. To find a Center or Schedule an appointment please visit:

http://write.siu.edu/

AFFIRMATIVE ACTION & EQUAL OPPORTUNITY

Our office's main focus is to ensure that the university complies with federal

and state equity policies and handles reporting and investigating of discrimi-

nation cases. For more information visit: http://diversity.siu.edu/#

MILITARY COMMUNITY

There are complexities of being a member of the military community and

also a student. Drill schedules, calls to active duty, complications with GI Bill

disbursement, and other unforeseen military and veteran related develop-

ments can complicate academic life. If you are a member of the military

community and in need of accommodations please visit Veterans Services at

http://veterans.siu.edu/

Additional Resources:

ADVISEMENT: http://advisement.siu.edu/

SIU ONLINE: https://online.siu.edu/

SALUKI SOLUTION FINDER: http://solutionfinder .siu.edu/

MORRIS LIBRARY HOURS: http://libguides.lib.siu.edu/hours

Office of the Provost: http://pvcaa.siu.edu/

mailto:rorourke@siu.edu?subject=syllabus%20attachment%20questionshttp://pvcaa.siu.edu/forms/index.htmlhttp://registrar.siu.edu/calendarshttp://registrar.siu.edu/calendarshttp://registrar.siu.edu/schedclass/index.phphttp://registrar.siu.edu/students/withdrawal.phphttp://registrar.siu.edu/grades/incomplete.phphttp://registrar.siu.edu/students/repeatclasses.phphttp://gradschool.siu.edu/about-us/grad-catalog/http://disabilityservices.siu.edu/http://srr.siu.edu/student-conduct-code/http://pvcaa.siu.edu/_common/documents/Plagiarism/Guide%20to%20Preventing%20Plagiarism.pdfhttp://pvcaa.siu.edu/_common/documents/Plagiarism/Guide%20to%20Preventing%20Plagiarism.pdfhttp://safe.siu.edumailto:siucares@siu.edu?subject=Information%20request%20for%20Saluki%20Careshttp://salukicares.siu.edu/http://corecurriculum.siu.edu/program-overview/http://emergency.siu.edu/http://inclusiveexcellence.siu.edu/http://inclusiveexcellence.siu.edu/http://tutoring.siu.edu/http://math.siu.edu/courses/course-help.phphttp://write.siu.edu/http://diversity.siu.edu/#http://veterans.siu.edu/http://advisement.siu.edu/https://online.siu.edu/http://solutionfinder.siu.edu/http://libguides.lib.siu.edu/hourshttp://siu.edu/http://pvcaa.siu.edu/

Grading Scale: A= 92-100% B= 83-91% C= 70-82% D= 60-69% F= Below 60%

Week

#

Week

of Topic/Readings

*Supplemental content in D2L Assignments

(Due )

1 8/22 Course introduction & overview FTF-Echo 360 Group Introduction

Literacy Webinar Facilitation Sign up

2 8/29

Comprehensive Literacy Instruction

Evidence Based Research

Rasinski & Padock: Beyond Consensus

Duke & Martin: 10 Things Every Literacy Educator

Echo 360 Introductions

Participate in Webinar #1

(9/4)

3 9/5

Fundamental Components of Effective Literacy Instruction

Webinar #2-Grouping Ch. 3: Grouping Practices, Independent Learning Activities

Duke: Authentic Literacy Activities

Fuchs Webinar

Topic #3-Differentiation

Ch. 4: Balanced, Differentiated Teaching…

Watts-Taffe et.al-Differentiated Instruction

Round #1 Literacy Webinars 2-6 (9/10)

Literature Review LAB

(FTF 9/12)

Participate in Webinars 2&3

(9/18) 4 9/12

5 9/19 Effective Teaching & Assessment

Webinar #4-Fluency Ch. 8: Automaticity vs. Fluency

Rasinski: Reading Fluency Instruction

Rasinski: Fluency Podcast

Webinar #5-Comprehension

Ch.9: Today’s Comprehension Strategy Instruction

Ch.10: Comprehension: High Level Talk

Webinar #6-Vocabulary

Ch. 11: What Reading Teachers Say…

Thomas: Stop Blaming Poor Parents

Webinar #7-Assessment

Ch. 5: Classroom Literacy Assessment

Afflerbach: Assessment Podcast

Best Practice Literature Review (9/26)

Pearltrees & Best Practices

LAB

(FTF 10/3)

Participate in Webinars 4-6 (10/8)

6 9/26

7 10/3

8 10/10

9 10/17 Integration of Technology in Literacy

Webinar #8-Effective Use of Technology

Ch. 2: Literacy Tools Created & Used w/in Print-Rich Class…

Barone: Literacy Instruction w/Digital & Media Technologies

Shelby-Caffey, et. al: Digital Storytelling

Webinar #9-New Literacies

Ch. 7: Digital Literacies

Lapp, Moss, & Roswell: Envisioning New Literacies

Shelby-Caffey, et.al: The Promise of Remix

Compton-Lilly: What Can New Literacy Studies…

Round #2 Literacy Webinars 7-11

(10/17)

Pearltrees Interactive Literacy Toolbox

& Lesson Plan (10/24)

Participate in Webinars 7-9

(11/6)

10 10/24

11 10/31

12 11/7 Effective Integration of Literacy in Content Areas

Webinar # 10-Writing Instruction

Ch. 12: Effective Writing Instruction in the 21st Century

Ch. 13: Reading & Writing Specific Genres

Webinar #11-Content Area Instruction

Ch.14: Integration of Literacy & Science

Ch. 15: Integration of Literacy & Social Studies

Video: The Power of Nonfiction

Best Practices LAB

(FTF 11/7)

Participate in Webinars 10&11 (11/14)

13 11/14

14 11/21 Digital Story Prep

Implementation Storyboard

(FTF 11/21) 15 11/28

16 12/5 Digital Story Viewing Party Digital Story 17 12/12 Reflection Glog Final Exam Due Monday, December 12th by 7:00 pm