SYLLABUS CI: 433 Spr 2017: T & Th 11-12:15 Wham 308

Instruction and Assessment of Adolescent Literacy (4th-8th Grade)

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: This course explores the variables that affect literacy development at the middle level (4th-8th

grade). Emphasis will be placed on an understanding of the reading and writing process; the content of literacy

instruction; and scientifically based literacy research, methods, and materials used in balanced literacy instruction

and assessment. There is a focus on language and literacy demands within the content areas, needs of culturally and

linguistically diverse adolescent learners, and the identification of adolescents who have literacy challenges.

Prerequisites: For ELED majors, grade C or better in CI 432 or consent of the instructor. Co-requisite: ELED majors

must take EDUC 303 and EDUC 308.

Required Text/Media:

Tompkins, G. E. (2010). Literacy in the middle grades: Teaching reading and writing to fourth through eighth

graders (2nd ed.). Boston: Allyn & Bacon.

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

2nd week of class.

1. D2L (access via SIU Online link upper right side of the SIUC main page using dawgtag login)

2. www.livetext.com

3. Echo 360

4. Other sites as noted throughout the course

Course requirements and demonstrated competencies are aligned with the following standards:

Illinois Professional Teaching Standards (IPTS) http://www.isbe.net/peac/pdf/IL_prof_teaching_stds.pdf

International Literacy Association Standards for Reading Professionals (formerly IRA)

http://www.reading.org/General/CurrentResearch/Standards/ProfessionalStandards2010.aspx

International Society for Technology in Education (ISTE.NETST)

http://www.iste.org/standards/nets-for-teachers.aspx

Course objectives: Upon completion of this course, each teacher

candidate will have demonstrated knowledge of and/or competency

in the following:

IPTS IRA NETS

T

Related

Assignments

Effective approaches to literacy instruction for all adolescents

including English learners and striving readers

1A-F, 1H- J,

2A, 2E,2H,

2G, 2O, 2P,

2Q, 3F, 3L,

5M, 5Q, 6J,

6R

1.1, 1.2,

4.1, 4.3,

5.1, 5.2,

5.3

1, 2

CLU,

Observations

Exit Slips

Strategies that promote the development and application of the five

dimensions of reading: phonemic awareness, phonics, vocabulary ,

fluency, and comprehension

2B, 2M, 2Q,

3G, 4A-C,

5A-F, 5I,

1.2, 2.2 1, 2,

3 CLU,

Observations

6A-I, 6L-Q,

9A

Exit Slips

Development of teaching goals, objectives, and lessons that are

aligned to provide a balanced literacy program 2I, 3B, 5L

2.1, 2.2,

2.3

3.2, 5.4

1, 2,

3, 4 CLU, AA Read-In

Integration of the literacy processes with content area instruction

2D-E, 2J,

2N, 2Q, 3L,

3P, 3Q, 6L,

6S

2.1, 2.3 1, 2,

3

CLU,

Observations

Development and/or expand a personal philosophy of literacy

teaching 8A, 9I, 9D

4.1, 4.2,

6.2 1, 2

Observations

Exit Slips

Assessment of learning in the literacy processes

1H, 3D, 4E,

4H, 5P. 6K,

7A-R

3.1, 3.2,

3.3, 3.4 2 CLU, Exit Slips

Social contexts of literacy, including an understanding and

celebration of cultural diversity and how diversity enriches the

classroom

1K-L, 3C,

4D

4.1, 4.2,

4.3

1, 2,

3, 4 AA Read-In

Development of reflective practices and their importance in effective

teaching 1F, 5K, 9K 1.3, 6.2

Observations

Exit Slips

Standards that guide literacy Instruction: Common Core State

Standards English Language Arts

http://www.corestandards.org/assets/CCSSI_ELA%20Standards.pdf

WIDA Standards http://wida.us/standards/eld.aspx

2B, 3A 6.4 5 CLU

Exit Slips

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

**This is a course that is aligned with the COEHS conceptual framework. It is for individuals who have

seriously considered becoming professional educators of young children from kindergarten through grade

eight. Therefore, the instructor would like to presume that each participant comes with a desire to

develop scholarly attitudes, reflective practices, and expertise as a future educator. Although assignments

are given points to determine grades, the instructor would like to believe that each participant will

develop a degree of maturity toward the acquisition of knowledge beyond a concern about a transcript

grade. Teacher candidates in this course are expected to:

1. Have accounts with each site listed above no later than the 2nd week of class: All assignments

and tests will be submitted via one or more of these sites and some assignment may require both

paper and online submission. Paper copies of assignments will only be accepted as specified by

the instructor.

2. Obtain access to children and teachers via an observation course or other means: Both out of

class assignments as well as some in class assignments may require that you have access to children

and educators who are currently working with children. If you are not currently enrolled in an

observation course, you must make arrangements to meet these requirements. If you are in a

situation where arrangements must be made or this is not possible, please speak with me

immediately.

3. Attend every class: You must be on time, in class, prepared, and engaged in class activities and

discussions as participation, punctuality, and attendance are prerequisites to passing this course.

Ten attendance points maybe earned per class session. In order to receive full attendance credit,

each candidate must be on time and sign/initial the roll sheet for each class date. Only sign in for

yourself and for the current date! If you are tardy, the instructor will sign you in for the day and

five attendance points will be deducted. You are considered tardy after the door is closed at the

official start time. Two tardies equal one absence. Being tardy to class 30 minutes or more or

leaving class at least 30 minutes early (or any time totaling this) counts as an absence and a loss of

attendance points. Accumulating more than two absences is considered justification for

lowering a grade by one letter grade. Attendance points will be deducted from the grade for both

absences and tardiness regardless of the reason. Extreme extenuating circumstances will be dealt

with on an individual basis.

4. Participate actively and regularly in class discussions and activities: In order to fully

participate, you must come to class having read/viewed all of the assigned materials, completed

homework, and prepared to use the information in discussions and activities. Participation will be

evaluated on the basis of quality as well as quantity. Points will be deducted for lack of active

participation in both small and large group activities. You must be willing to regularly engage in

discussions that enhance classroom discourse and promotes learning. In addition you must also be

willing to engage in hands-on learning and assess your own practices and behaviors as well as the

practices and behaviors of your colleagues.

5. Exhibit professional behavior & civility in the classroom: Students are expected to assist in

maintaining a classroom environment which is conducive to learning. Evidence of professional

demeanor/disposition is expected in the classroom. Exhibit sensitivity to diversity (cultural,

religious, and otherwise). In order to assure that all students have the opportunity to benefit from

time spent in class; students are prohibited from engaging in any form of distractions

(**including the unauthorized use/display of cell phones, laptops, or other devices as well as

newspapers, or other class assignments **). Inappropriate behavior in the classroom may

result, minimally, in a request to leave class.

6. 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 with 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 per the

university policies.

All work submitted must be typed and proofread. You will be given formats to use for various

assignment submissions. 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 at the beginning of the period for class meeting noted

unless you are told differently by the instructor. In extreme circumstances where it may be necessary

for you to turn in an assignment late, arrangements must be made in advance. Otherwise, late

assignments will not be accepted or graded.

In-class assignments are due at the end of the class period unless otherwise specified by the instructor.

In addition, credit for both in-class work and quizzes/tests is forfeited by any student who is absent

on the day that the work or quiz is assigned/collected or, who attempts to extend/circumvent the

submission deadline. Late submissions of in-class assignments will not be accepted.

Students arriving late to class will be allowed to take a quiz/test or complete an activity that is in

progress. However, no additional time will be given and the quiz/test or activity must be submitted

within the allotted time or your submission will not be accepted.

Group projects and presentations must provide evidence of equal participation among all group

members.

7. 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.

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 433 will be determined as follows:

1. Content Area Literacy Unit (CLU) Presentation & Individual Lesson Plan (25%)- Members of

your group will work together to create a thematic unit of literacy instruction. The focus will be on

designing lessons that provide literacy instruction centered on a content area topic. Each group

member will design a complete series of literacy lessons that includes a focused comprehension

lesson, word study. Each group will complete many of the requirements together while daily lesson

plans will be completed individually. **Final project incorporates ELA CCSS and WIDA Standards and is a required Livetext submission for your Gateway Portfolio**

2. African American Read-In (25%) -The African American Read-In is an annual, national event

hosted by the National Council for Teacher of English. For this assignment, you will locate a text

that is written by an African American author and is suitable for middle school students. You will

conduct an interactive read aloud of the text to a group of middle school students.

3. Field Observation & Reflection Exercises (20%) -Field/observation activities provide the

opportunity to take what you've studied and apply that knowledge in a concrete environment. They

require synthesis of course content and application to the field experience. Minimally, it requires

formulation of a response using digital photo(s) and/or short video clips along with a brief Twitter

like response that answers a given question. There must also be evidence that the candidate has

raised questions about the topic and reflected upon those. Each response should reflect a deep

understanding of course content and evaluation of the observation/field experience in light of this

information about literacy teaching and learning.

Field Observation and Reflections Criteria

Teacher candidate creates a well drafted response that displays a thorough and accurate understanding of the content

while answering the prompt in its entirety. Clear connection and synthesis between readings, discussions, and

observation experiences is evidenced in a concise yet creative, original response of 420 characters equivalent of 3

Tweets) or less (per response to a single question) that reflects meaningful analysis and critical thinking. Observation or

Reflection contains no more than 3 original photos and/or 1 video clips (2 minutes or less) that are clearly relevant to

the proposed question and support the candidates response. Clear evidence that the media was gathered onsite at the

field experience/observation site. Further evidence that the candidate has extended their thinking on the topic as he/she

generates relevant questions, investigates answers at the observation site, and responds via notes, pictures, or videos

taken in the field, drawings, listing relevant terms, quickwriting, etc. Candidate must appear in all media. 25pts.

4. Critical Thinking Comprehension Activities/Exit Slips (25%) -An important component of being

apprenticed into the field of literacy is to understand key concepts, vocabulary, and strategies. The

critical thinking comprehension activities are designed to provide an opportunity for you to analyze

the weekly topics, readings and discussions while demonstrating your level of comprehension.

Identify and summarize/synthesize the main points of the readings and discussions while elaborating

on ideas presented. In addition, these exercises require you to apply what you’re learning and may

include: binder checks, quizzes, additional readings, videos, questions, scenarios/case studies, graphic

organizers and tools, case study, group discussions, and simulated teaching, student/teacher artifacts,

interviews, vignettes, exit slips and videos.

Critical Thinking Comprehension Activities/Exit Slips

Teacher candidate demonstrates dep understanding of the topic/readings as evident in the sharing of thoughtful

insights connecting the material to their own experiences. Shows thoughtful analysis of the material and accurate

understanding of the topic/reading through ideas that are fully supported with details, examples, and/or well

developed reasoning during. Shows a superior ability to organize ideas, and communicate information, feelings

and carefully supported opinions about the topic. Activity is submitted in its entirety and includes pertinent page

numbers for each supporting statement. 25pts.

5. Civility-Attendance, punctuality, professional demeanor, class participation (5%)

Other tips for SUCCESS:

Additional Course Supplies: It is highly recommended that you have the following items with you at

each class session throughout the duration of the course.

Binder specifically for CI 433 (should include Cornell notes, readings, etc.)

Headphones/earbuds with USB connection

Flash Drive or cloud storage

Digital Camera (capable of still photos/videos…can be a camera- phone)

Safeguards:

It is highly recommended that you back up every piece of your work on a flash drive and make a hard

copy. Keep screen shots showing submission of online assignments. You are also encouraged to schedule

time to speak with the instructor at any point that clarification is needed regarding requirements, readings,

or assignments.

Deadlines:

Odd thing 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.

Netiquette:

Netiquette is basically using good manners in cyberspace. Since all of your work is submitted over the

net, and you may be communicating with your instructor and colleagues online, be sure your written

words are not offensive to the receiver. Remember email, chat logs, discussions, and texts, 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.

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.

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.

Wilson, M. (2006). My trouble with rubrics. In Rethinking rubrics in writing assessment, pp. 1-10.

Portsmouth, NH: Heinemann.

Wineburg, Sam. 2001. Historical Thinking and other unnatural acts: Charting the future of teaching the

past. Philadelphia, PA: Temple University Press.

Syllabus Attachment Spring 2017 Office of the Provost: http://pvcaa.siu.edu/

IMPORTANT DATES * Semester Class Begins :……...…………………………………….01/17/2017

Last day to add full-term course (without Dean’s signature): …..01/22/2017

Last day to withdraw from the University with a full refund: …….01/27/2017

Last day to drop a full-term course for a credit/refund:…………...01/29/2017

Deadline to apply to graduate at the end of this term: ..……………04/2/2017

Final examinations: …………………………………………05/8–05/12/2017

Commencement: ……………………………………………….05/13/2017 *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

SPRING SEMESTER HOLIDAYS Martin Luther King Jr.’s Birthday Holiday 01/16/2017

Spring Break 03/11—03/19/2017

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/

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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

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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

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

CI 433: Instruction and Assessment of Adolescent Literacy (4th-8th Grade)

Week #

Week

of Topic/Readings

(Read these before class and bring them to class)

Supplemental Resources (Read/Watch Everything in D2L

before class and take notes)

Assignments

Due Thursday Bold= start @ home complete in class

1 1/17 Course intro and overview

Dr. Steve Perry

&

additional resources

2 1/24

Perspectives on Adolescent Literacy

*IRA-Supporting Young Adolescents’ Literacy

*This We Believe (p. 1-26)

*Snow & Moje-Why is everyone talking…

Components of Balanced

Literacy &

additional resources PMI

3 1/31

Social & Cultural Contexts of Literacy

Ch 1:Becoming an Effective Teacher of

Reading

*This We Believe (p. 33-42)

*Riojas & Flores-Cultural Literacy

Code Switching Documentary

& additional resources Opinion-Proof

4 2/7 Ch. 2: Examining the Reading and Writing

Processes

New Literacies & additional

resources Field Reflection

5 2/14 Ch. 9: Teaching Writing

Student Perspective on the

Writing Process & additional

resources

African American

Read-In

6 2/21 Ch. 12: Using Literacy in the Content Areas

Critical Literacy

Content Area Reading &

additional resources

CLU Planning Cluster

Phase I

Anticipation Guide

7 2/28 Ch. 7: Promoting Comprehension: Reading

Factors Improving Vocabulary &

Comprehension for ELLs &

additional resources

Field Reflection

Inquiry Chart

8 3/7 Ch. 8: Promoting Comprehension-Text Factors CLU Planning Cluster

Phase II Cont. Inquiry Chart (Ch 7 +8)

9 3/14 Spring Break

10 3/21 Ch. 10: Teaching with Trade Books Field Reflection

KWL+

11 3/28 Ch.11 Teaching with Textbooks

CLU Planning Cluster

Phase III

Cont. KWL+ (Ch. 10 + 11)

12 4/4 Ch. 4: Differentiating Instruction/RTI

Culturally Responsive Teaching Instruction

An Instructional Framework for

RtI & additional resources Concept Map

13 4/11 Ch 5: Eliminating Obstacles to Fluency

Why Reading Fluency is

Important & additional

resources

14 4/18 Ch. 6: Expanding Academic Vocabulary Words Their Way & additional

resources

CLU Planning Cluster Phase

IV

Alpha Box

15 4/25 Ch. 3: Assessing Literacy Learning

Informal Classroom Based

Assessments & additional

resources

Field Reflection

16 5/2 CLU Presentations CLU Phase V

(D2L & Livetext)

17 5/9 Final Exam Scheduled for Thursday, May 10th from 10:15 a.m.-12:15 a.m.

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