For information about your professor for this course, Dr. Sonja Brandt, view the Week 1 folder found under the Weekly Folders tab inside our Blackboard course. Students who are taking this course as part of their graduate-level Reading Education/ Literacy program as well as students taking this course as part of their graduate-level TESOL/ELL program will all complete a short introductory FlipGrid video to introduce themselves! All students will also create a Road Map Introduction via PowerPoint slides to share with the entire class. There will be opportunities for students from both programs to share and interact with one another throughout our course. 

Required textbooks: 

• Leland, C., Lewison, M., & Harste, J. (2013). Teaching children’s literature: It’s critical. New York: Routledge. (ISBN: 9780415508681)  

• Knickerbocker, J.L., Brueggeman, M.A., & Rycik, J.A. (2012). Literature for young adults: Books and more for contemporary readers. Scottsdale, AZ: Holcomb Hathaway, Publishers. (ISBN: 9781934432433)

​Choose one of the following:

(Read in Week 2 of our summer course):

• Lambert, M.D. (2015). Reading picture books with children: How to shake up storytime and get kids talking about what they see. Watertown, MA: Charlesbridge. (ISBN: 9781580896627)

• Lado, A. (2012). Teaching beginner ELLs using picture books: Tellability. Thousand Oaks, CA: Corwin. (ISBN: 9781452235233)

Choose one of the following books you have not previously read:

These will be read across Weeks 1-3 for our summer course for your Book Review Major Assignment.

Note: These are grouped by general classrooms, EL reading classrooms, and EL writing classrooms:

General Reading Classrooms:  

• Kittle, P. (2013). Book love: Developing depth, stamina, and passion in adolescent readers. Portsmouth, NH: Heinemann.  

• Miller, D. (2009). The book whisperer: Awakening the inner reader in every child. San Francisco: Jossey Bass.  

• Miller, D., & Kelley, S. (2014). Reading in the wild: The book whisperer’s keys to cultivating lifelong reading habits. San Francisco: Jossey Bass. 

EL Reading (see EL writing choices in the following section):

• Stewart, M. A. (2017). Keep it R.E.A.L.!: Relevant, engaging, and affirming literacy for adolescent English learners. Teachers College Press.

• Herrera, S. G., Kavimandan, S., Perez, D. R., Wessels, S., & De, J. E. J. (2017). Accelerating literacy for diverse learners: Classroom strategies that integrate social/emotional engagement and academic achievement, K-8. Teachers College Press.

• Roberts, T. A. (2017). Literacy success for emergent bilinguals: Getting it right in the preK-2 classroom. Teachers College Press.

• Bell, J., Maksimovich, E., Loates, J., & Loates, J. (2013). New language, new literacy: Teaching literacy to English language learners. Ontario: PippinPub.  

• Dove, M. G., & Honigsfeld, A. M. (2013). Common Core for the Not-So-Common Learner, Grades K-5: English Language Arts Strategies. Thousand Oaks: SAGE Publications.  

• Honigsfeld, A. M., & Dove, M. G. (2013). Common Core for the Not-So-Common Learner, Grades 6-12: English Language Arts Strategies. Thousand Oaks: SAGE Publications.  

• Grabe, W. (2012). Reading in a second language: Moving from theory to practice. Cambridge: Cambridge University Press. 

• Kissner, E. (2011). Summarizing, paraphrasing, and retelling: Skills for better reading, writing, and test taking. Portsmouth, NH: Heinemann.  

EL Writing: 

• Graff, G., Birkenstein, C., & Durst, R. K. (2017). "They say / I say": The moves that matter in academic writing, with readings. W. W. Norton & Company. 

• Swales, J. M., & Feak, C. B. (2016). Academic writing for graduate students: Essential tasks and skills. Ann Arbor, Michigan: The University of Michigan Press.  

• Gottlieb, M., & Ernst-Slavit, G. (2014). Academic language in diverse classrooms: Definitions and contexts. Corwin.

• Gottlieb, M., & Ernst-Slavit, G. (2014). Academic language in diverse classrooms: English language arts, grades K-2: Promoting content and language learning. Corwin.   

• Reynolds, D. W. (2013). One on One with Second Language Writers: A Guide for Writing Tutors, Teachers, and Consultants. University of Michigan Press.  

• Andrade, M. S., & Evans, N. W. (2013). Principles and practices for response in second language writing: Developing self-regulated learners. New York, N.Y: Routledge.  

• Craig, J. L. (2013). Integrating writing strategies in EFL/ESL university contexts: A writing-across-the-curriculum approach. New York: Routledge.  

• Ortmeier-Hooper, C. (2013). The ELL writer: Moving beyond basics in the secondary classroom. Teachers College Press.

In order to succeed in this course, at a minimum, you should be able to:

Insert minimum requirements expected and needed. In the bulleted example list below

• Navigate in and use basic Blackboard functions
• Download and open electronic documents
• Create, save, and upload/attach electronic documents
• Send, receive, and manage email
• Create and share/upload video files of yourself  

• Access websites and other resources as described and provided within the course 

Access and Log in Information

This course was developed and will be facilitated utilizing Blackboard. To get started with the course, please go to: http://blackboard.UND.edu and log in with your NDUS.Identifier, Username and Password. If you do not know your NDUS Identifier or have forgotten your password, please visit Your NDUS Account page on the UIT website.

Course Overview

What Should Students Do First?

Prior to the start of the first week you should have reviewed the syllabus, explored our Blackboard course, and created your FlipGrid introductory video. During Week 1 you may work on your Road Map Introduction via PowerPoint. 

How Students Should Proceed Each Week for Class Activities

On the left side course menu in Blackboard there is a “Weekly Folders” tab. Inside this tab you will find all the required readings, videos, and assignments/activities for the week. An overview of each week can be found in Blackboard under the Schedule tab. The "Major Assignments" tab contains an overview for the major assignments for this course. 

Resources

Many services are available to UND students such as writing assistance from the UND Writing Center, free online tutoring from Smarthinking, and more. Visit the Student Resources page for more information. Students also have access to the UND Student Resource Site via Blackboard. It is recommended that you become familiar with the tools and tutorials within the site to better equip you in navigating the course.

Course Requirements/Expectations

1. The student will review the syllabus and course schedule posted in Blackboard.
2. The student will access and follow all course instructions found in the Announcements as well as the Weekly Folders and Major Assignments areas of the Blackboard course.
3. The student will participate in any lecture or discussion sessions online as provided and as part of this course.
4. The student will complete and submit assignments, exams, quizzes, etc. by the dated noted and in the manner described in Blackboard and on the course schedule. We will use Central Standard Time for due dates and times.
5. The student will participate fully and in a timely manner to get the benefit of learning from instructor and/or peers.
6. The student will always use professional language (no netspeak) in their postings and emails, being respectful of classmates at all times even if one disagrees with others' ideas. Our online posts are our main interactions and discussions as a community of teachers and learners. We are here to learn from and alongside one another!  

Assignment Policy

Due dates for each assignment or activity will be posted in Blackboard. Assignments are to be turned in on the day they are due. Note that initial weekly discussion board or FlipGrid assignments are due on Friday with follow-up comments due by Sunday at 11:59pm CST unless otherwise noted.

Late Work

All assignments must be submitted by the due dates posted in the course. The acceptance of late assignments is at the discretion of the instructor, provided that you contact the instructor before the due date with a legitimate reasons (such as an illness) and ask for an extension. Assignments turned in late without prior arrangements will be accepted for 1 week after the due date, but will receive a letter grade reduction in points and no written feedback. All requirements for this course must be completed during the course dates. Assignments due in the last week of the course will not be accepted late unless prior arrangements have been made with the instructor. Final project assignments due after the last day of the course will not be accepted late unless prior arrangements have been made with the instructor.

Incomplete Grades

It is expected that students will complete all requirements for a course during the time frame of the course. For reasons beyond a student’s control, and upon request by the student or on behalf of the student, an incomplete grade may be assigned by the instructor when there is reasonable certainty the student will successfully complete the course without retaking it. The mark “I,” Incomplete, will be assigned only to the student who has been in attendance and has done satisfactory work up to a time within four weeks of the close of the semester, including the examination period, and whose work is incomplete for reasons satisfactory to his or her instructor. More information regarding UND’s Incomplete policy can be found on The Grading System webpage.

Class Participation

Students are required to login regularly to the online class Blackboard site. Students are also required to participate in all class activities such as discussion boards, blogs, and wikis. Students must post their initial discussion board post in a timely manner (by the due date) so the other students in the course have sufficient time to respond.

Effort/Course Rigor

Plan to spend sufficient time on the course. You are expected to put in the sameamount of time into online courses as you would if you were enrolled in a face-to-face course on-campus. For example, if a three credit course were meeting on-campus it would meet for three hours a week for sixteen weeks. In addition to this meeting time, you would be expected to spend, at minimum, an additional hour for each hour of class time on assignments and readings. Therefore, for a three credit online course you can expect to spend at least six hours a week on the course. However, because our three-credit course only spans across nine weeks, instead of sixteen weeks, you can anticipate spending at least ten – twelve hours each week working on our course, this would include readings, assignments, discussions, major assignments, etc. 

UNIVERSITY OF NORTH DAKOTA POLICIES & RESOURCES

Academic Integrity

Academic integrity is a serious matter, and any deviations from appropriate behavior will be dealt with strongly. At the discretion of the professor, situations of concern may be dealt with as a scholastic matter or a disciplinary matter.

As a scholastic matter, the professor has the discretion to determine appropriate penalties to the student’s workload or grade, but the situation may be resolved without involving many individuals. An alternative is to treat the situation as a disciplinary matter, which can result in suspension from the University, or have lesser penalties. Be aware that I view this as a very serious matter, and will have little tolerance of or sympathy for questionable practices. A student who attempts to obtain credit for work that is not their own (whether that be on a paper, quiz, homework assignment, exam, etc.) will likely receive a failing grade for that item of work, and at the professor’s discretion, may also receive a failing grade in the course. For more information read the Code of Student Life.

Access & Opportunity, Disability Support and Medical Services

If you have emergency medical information to share with me, or if you need accommodations in this course because of a disability, please visit with me as soon as possible. My office hours are at the top of this syllabus. If you plan to request disability accommodations, you are expected to register with the Disability Support Services (DSS) office online, (180 McCannel Hall, 701.777.3425).

If you have a temporary medical condition such as a broken arm or recovering after surgery, you may be able to arrange for courtesy services. In most cases, it is expected that you will make your own arrangements for these services. Examples of courtesy services include access to a test scribe if the student has a broken hand; lift equipped van transportation when the student has a broken leg or temporary accessible parking for a student using crutches for a short period. If you are unable to make your own arrangements, please contact DSS (777-3425). Unlike services and/or accommodations provided to eligible students with disabilities, the University is NOT obligated to provide courtesy services.

Resolution of Problems

Should a problem occur, you should speak to your instructor first. If the problem is not resolved, meet with insert name of conflict mediator or ombudsperson if available in your department, otherwise delete this sentence. If the problem continues to be unresolved, go to the department chair, and next to the college Dean. Should the problem persist, you have the right to go to the Provost next, and then to the President.

Notice of Nondiscrimination

It is the policy of the University of North Dakota that no person shall be discriminated against because of race, religion, age, color, gender, disability, national origin, creed, sexual orientation, gender identity, genetic information, marital status, veteran’s status, or political belief or affiliation and the equal opportunity and access to facilities shall be available to all. Concerns regarding Title IX, Title VI, Title VII, ADA, and Section 504 may be addressed to: Donna Smith, Director of Equal Employment Opportunity/Affirmative Action and Title IX Coordinator, 401 Twamley Hall, 701.777.4171, UND.affirmativeactionoffice@UND.edu or the Office for Civil Rights, U.S. Dept. of Education, 500 West Madison, Suite 1475, Chicago, IL 60611 or any other federal agency.

Reporting of Sexual Violence

If you or a friend has experienced sexual violence, such as sexual assault, domestic violence, dating violence or stalking, or sex-based harassment, please contact UND’s Title IX Coordinator, Donna Smith, for assistance: 701.777.4171; donna.smith@UND.edu; or visit the Title IX webpage.

Faculty Reporting Obligations Regarding Sexual Violence

It is important for students to understand that faculty are required to share with UND’s Title IX Coordinator any incidents of sexual violence they become aware of, even if those incidents occurred in the past or are disclosed as part of a class assignment. This does not mean an investigation will occur if the student does not want that, but it does allow UND to provide resources to help the student continue to be successful at UND. If you have been the victim of sexual violence, you can find information about confidential support services on the Title IX webpage.

UND Cares Program

The UND Cares program seeks to educate faculty, staff and students on how to recognize warning signs that indicate a student is in distress.

How to Seek Help When in Distress

We know that while college is a wonderful time for most students, some students may struggle. You may experience students in distress on campus, in your classroom, in your home, and within residence halls. Distressed students may initially seek assistance from faculty, staff members, their parents, and other students. In addition to the support we can provide to each other, there are also professional support services available to students through the Dean of Students and University Counseling Center. Both staffs are available to consult with you about getting help or providing a friend with the help that he or she may need. For more additional information, please visit the UND Cares program Webpage.

How to Recognize When a Student is in Distress

The term “distressed” can mean any of the following:

• Student has significant changes in eating, sleeping, grooming, spending, or other daily activities.
• Student has cut off or minimized contact with family or friends.
• Student has significant changes in performance or involvement in academics, sports, extracurricular, or social activities.
• Student describes problems (missing class, not remembering, destructive behavior) that result from experiences with drinking or drugs.
• Student is acting withdrawn, volatile, tearful, etc.
• Student is acting out of character or differently than usual.
• Student is talking explicitly about hopelessness or suicide.
• Student has difficulty concentrating or difficulty carrying on normal conversation.
• Student has excessive dependence on others for company or support.
• Student reports feeling out of control of one’s emotions, thoughts, or behaviors.

UND Cares about Your Success

Important information is available to you through Starfish, which is an online system used to help students be successful. When an instructor observes student behaviors or concerns that may impede academic success, the instructor may raise a flag that notifies the student of the concern and/or refer the student to their academic advisor or UND resource. Please pay attention to these emails and take the recommended actions. They are sent to help you be successful!

Starfish also allows you to (1) schedule appointments with various offices and individuals across campus, (2) request help on a variety of topics, and (3) search and locate information on offices and services at UND.

You can log into Starfish by clicking on Logins on the UND homepage and then selecting Starfish. A link to Starfish is also available in Blackboard once you have signed in.

Ensure Accessibility

To comply with the latest accessibility guidelines, documents posted online, including, but not limited to, Adobe PDF files, Microsoft Word documents, Microsoft PowerPoint presentations, and online flipbooks, must be screen-reader friendly. For directions on how to make your syllabus and other course materials accessible, visit the Creating Accessible Content webpage on the TTaDA site.