Welcome to Rdg091-Summer I!

AgendaIntroductions

Syllabus

Learn about yourself. Take some surveys about you.

What might be your career? Find out here.

Create your ePortfolio.

Questions? Passport to exit.

HomeworkSee you in class tomorrow at 11:50.

Pick up a picture book from the Juvenile section of your local library and bring to class. It has to be either on USHistory or World History.

SyllabusReading 091

11:40-1:50 Rm. CHO106/Library  

Summer - 2012June 4th to June 28

NOTE: Spend time with your Syllabus before our next meeting. This syllabus is subject to change. Any and all changes will be announced in the classroom.

INSTRUCTOR Info

Mrs. Phyllis Salsedo, MEd

(480) 532-5866

To call me, leave voicemail at any time.I will call you back asap.

Please repeat your name at closing of your message with your phone #. (2x)

I do not have an office on campus.

Contact info

Email:

phywe31961@mesacc.eduMy website:

http://cre101-evaluativereading.weebly.com/improving-college-reading.html

Textbook and other materials

No required textbook for this class.

I do expect you to borrow picture books from your local library.

You will access materials digitally and place in your website.

You do need:

For Your Protection: It is your responsibility to save your assignments in a folder on your computer or other removable media. Keep these copies in a safe place until you have received your final grade.

It is strongly recommended that you keep your USB flash drive away from heat. Keep it in a case or an envelope, away from lint and food crumbs.

My expectations of YOUYou are responsible for reading important material as provided by your instructor during our short stay in order to be prepared to mentor your Destination College student. Remember, he/she is learning very similar reading skills in order to be prepared for the AIMS and to learn how to do research in his/her classes. I am here to guide you through the process and assist you when you are having trouble comprehending the material. It is your responsibility to let me know when you are having trouble understanding the material or what it is you should know.Before fully reading pages for class, or even a book to share with your mentee, briefly scan the pages to get a sense of what the book is about.

What you can expect from me…

You are in CHO106 for a reason. Be prepared to use technology. Expect to have my help to realize that technology is your friend. You must have a CGCC user account in order to access your grades and class assignments at the LMS, Blackboard. If you do not have one, go to www. cgc.maricopa.edu and find “Blackboard” under “Quicksearch”. Click on “Login instructions”, and then hit the “Student Login” link for directions on finding your user name and password.

Class DesignFor this summer, this course will be very unique. You are in this class to improve your reading skills. What better way to do this than to mentor—a 5th or 6th grader. The curriculum for 5th grade is US History and for 6th grade it is World History. Your focus will be grounded in that curriculum with my guidance. This class aims to prepare you for college reading. Your job is to prepare 5th and 6th graders to be better readers as students in the AZ education system. It is expected that you will spend some time preparing for the work you will do with your mentee which is finding and using appropriate materials with him/her.

Course Information

Attendance:

Attendance is extremely important to your success. Be consistent with attendance; otherwise, you will tend to forget previously learned concepts and skills. If you find you cannot complete the course with a passing grade, be sure to file a withdrawal form to officially withdraw you from the course. If not, a failing grade will appear on your college record.

This is a hybrid class with a flexible schedule to facilitate your preparation and needs of our Destination College kids. All course work will be performed during the class session or compensated so you have class time to obtain necessary material at your convenience.

Official Course Competencies Rdg091 vs AZ AIMS

CGCC AIMS

1. Apply word meaning strategies to maximize comprehension. Ch. 2 Ch. 1

Use context clues to determine meaning of words and phrases.

2. Apply reading study strategies to textbooks. Ch. 3

Distinguish between important and unimportant details.

3. Explain main ideas and central points in paragraphs, short readings, and essays. 4. Relate major and minor details to the main idea(s) they support. Ch. 4 Ch. 2

Identify correct sequences of events.Chs. 5-6 Bridging the Gap

Identify the main idea in literary and informational text.

5. Apply strategies to determine true fact and false fact (appearance of fact) from opinion in selected readings and Internet websites.Ch. 8 Ch. 3

Use inference to draw conclusions, make predictions, and identify cause and effect in text.

Identify theme in literary text.

CGCC AIMS

6. Infer meanings from context in reading selections. Ch. 7

7. Recognize and analyze language devices. Ch. 7 Ch. 6

Identify aspects of setting.

8.Locate evaluative elements in reading material. Ch. 9 Ch. 10

Identify the genre of literary text

9.Identify organizational patterns as aids to comprehension in short readings and essays. Ch. 6 Ch. 4

Identify specific facts in informational text.

10. Integrate information from graphics with text information. Ch. 10 Ch. 5

Determine the author’s purpose.

11. Vary reading rate according to the reading purpose.12. Apply skimming and scanning techniques when appropriate. pp. 564-571

Use sequencing to recall specific information

Identify theme in literary text.

CGCC AIMS

13. Summarize single and multi-paragraph readings. pp. 24-25, 87-88, 97, 110, 181-183, 184-185, 235-236, 237, 245, 301, 366-367, 428, 485-486, 526, 596 Ch. 1

Determine meaning of text using cultural and historical knowledge.

14. Compare and contrast ideas from several readings. pp. 63, 82, 227, 228, 232-233, 237, 242 Ch. 5

Determine implied feelings and attitudes in informational text.

15.Design graphic organizers to analyze the structure of a reading passage. Ch. 10

Identify the genre of literary text

Bridging the Gap Developing Critical Reading Skills

Testing and Instructor Expectations

There will be no tests in this course per se. Your tests will be hands-on activities showing me that you are learning the reading skills which you need for class by teaching them to younger students.

Usually, we will begin class by:

1. Discuss the previous day in various ways.

2. Lecture

3. Practice and implementation of reading skill

4. Develop lesson plans for your mentee

5. Passport to exit

Classroom Etiquette

Please arrive on time and listen respectfully while the instructor or other class members are speaking. Classroom misconduct will not be tolerated. Please be prepared to conference with me if there are problems in class. Also, I will be prepared to meet with you if you have concerns. Cell phones must be turned off or on silence during class. Please, no food or drink in the classroom unless it’s water and then away from the computer, please!

Student Disabilities

If you have a hidden or visible disability that may require classroom or test accommodations, please let me and the Disabilities office know.

Additional Instructions for this course:

Read this section carefully before you begin your course work: Your name must be printed on all assignments to be submitted. Check with your instructor for specific details. Consult your instructor if you wish to earn additional points to achieve a higher grade.

First/Last NameDate

Title

Use 12 fontYour choice on design.

Double-space

My objectives for you:1.Identify reading skills to be learned in class.2.Apply reading skills to lessons for reading lessons to be given to Destination College students.

Emphasis for Rdg091

Word of the Day

Keep record of the “Word of the Day.”

Building your vocabulary improves your ability to read challenging material.

Word of the Day

Agenda for the Monthwebsite

Date

Activity Points

Possible

SourcesCompleti

on

DateComments

Class Outside of Class

Week

One:

4 IntroductionsSyllabus

“Welcome”Self-assessmentCreate website

Plans for mentoring:DiscussionMeeting studentsWhat should we do while with our students?What should we know about our students?Reading skill to be taught.Word of the Day

Go to library and check out a picture book to be used with your mentee. *If a 5th grader, a book reflecting US history and if a 6th grader, a book reflecting World History.Website should include the following pages:IntroductionMy StoryReading LessonsReflectionsReading SkillsReading PlanWord of the DayReading Response Journal

pp. 5-10

Doc for self-assessmentReading Plan

Hierarchy of Reading Skills

We need to know where we are going and from where we are starting.

Agenda for the Monthwebsite

Word of the DayDate Activity Point

sPossible

SourcesCompleti

on

DateComments

5 Prepare materials to be used with DC kids.Add to website

Select Reading skillsIntroReadingComprehension Check

Picture books from library.

6 Meet student.Share book together.

11:40-12:10 Knox12:15-12:45 San Marcos12:50-1:20 Hartford

25x3

Reflection

7

Agenda for the Monthwebsite

Word of the DayDate Activity Point

sPossible

SourcesCompleti

on

DateComments

Week

Two:

11

12

13

14

Week Three:

18

19

20

21

Week Three:

18

19

20

21

Agenda for the Monthwebsite

Word of the DayDate Activity Point

sPossible

SourcesCompleti

on

DateComments

Week

Two:

11

12

13

14

Week Three:

18

19

20

21

Week Three:

18

19

20

21