******************************************************************************College of EducationEquity Principle: All learners deserve high expectations and support.Process Principle: Learning is a life-long process of development and growth.Ownership Principle: Professionals are committed to and assume responsibility for the future of their disciplines.Impact Principle: Effective practice yields evidence of learning.COURSE MATERIALS REQUIREDOverviewName ____________________________________ READ 7140Grade____ Genre (circle): narrative, informational, persuasive, response to literature Form: _____________________________Content area (circle): ELA, SS, SCI, MATH Content topic/concept: ____________________________________________________Interdisciplinary Writing Unit Assessment for READ 7140: Methods of Teaching ReadingElementScoreIRA 2.1IRA 2.1* If prekindergarten, then indicate the type of writing within a balanced literacy program (i.e., shared, interactive, guided, or independent writing).IRA Standard 2: Instructional Strategies *Zero points will be earned for performance below the 1 pt. descriptorElementScoreIRA 2.2Total* If prekindergarten, then indicate the type of writing within a balanced literacy program (i.e., shared, interactive, guided, or independent writing).IRA Standard 3: Assessment, Diagnosis, and Evaluation *Zero points will be earned for performance below the 1 pt. descriptorElementScoreIRA 3.1Total* If prekindergarten, then indicate the type of writing within a balanced literacy program (i.e., shared, interactive, guided, or independent writing).Standard 4: Creating a Literate Environment *Zero points will be earned for performance below the 1 pt. descriptorElementScoreIRA 4.1IRA 4.3TotalAdditional Assignment Requirements *Zero points will be earned for performance below the 1 pt. descriptorElementScoreFollows APA format.Has no errors.TotalIRA Standards 2, 3, 4TotalAdditional Assignment RequirementsTotalTotal for AssignmentCOURSE EVALUATIONFinal Grading Scale (Adopted by the Reading Committee)ATTENDANCE POLICYDEWAR COLLEGE OF EDUCATION POLICY STATEMENT ON PLAGIARISMGenre: _____________________________ Form: __________________________________Content area: ____________________________ Grade: ________Content topic/concept: _________________________________________________________Interdisciplinary Writing Unit Presentation, READ 7140READ 7140, Root, Su 2011 READ 7140METHODS OF TEACHING WRITING3 SEMESTER HOURS******************************************************************************College of EducationValdosta State UniversityConceptual Framework: Guiding Principles(adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framework)D ispositions Principle: Productive dispositions positively affect learners, professional growth and the learning environment.E quity Principle: All learners deserve high expectations and support.P rocess Principle: Learning is a life-long process of development and growth.O wnership Principle: Professionals are committed to and assume responsibility for the future of their disciplines.S upport Principle: Successful engagement in the process of learning requires collaboration among multiple partners.I mpact Principle: Effective practice yields evidence of learning.T echnology Principle: Technology facilitates teaching, learning, community-building and resource acquisition. S tandards Principle: Evidence based standards systematically guide professional preparation and development. REQUIRED TEXTBOOKS FOR ALL STUDENTS : American Psychological Association. (2001). Publication manual of the American PsychologicalAssociation (5th ed.). Washington, DC: American Psychological Association. (required for allstudents) ISBN 1-55798-791-2LiveText Inc. (2004). College LiveText edu solutions – Graduate edition. La Grange, IL: United Learning Inc. REQUIRED TEXTBOOKS : CHOOSE ONE OF THE FOLLOWING TEXTS: Blasingame, J., & Bushman, J. H. (2005). Teaching writing in middle and secondary schools. Upper Saddle River, NJ: Merrill Prentice Hall. (appropriate for teachers of grades 6-12)ISBN 0-13-098163-XorPiazza, C. L. (2003). Journeys: The teaching of writing in elementary classrooms. Upper Saddle River, NJ: Merrill Prentice Hall. (appropriate for teachers of grades K-4)ISBN 0-13-022144-9Positively Impacting Learning Through Evidenced-Based Practices1READ 7140, Root, Su 2011 or (my favorite):Tompkins, G. E. (2008). Teaching writing: Balancing process and product. (5th ed.). Upper Saddle River, NJ: Prentice Hall. (appropriate for teachers of grades 1-8)ISBN 0-13-158416-7COURSE DESCRIPTIONMethods of instructing students to write in the narrative, poetic, expository, and persuasive modes. Emphasis is placed on appropriate strategies of using the writing process, addressing the issues of form, function, and audience; employing writing as a tool to integrate curriculum; usingtechnology appropriately to enhance writing; and assessing writing through multiple approaches. COLLEGE OF EDUCATION CONCEPTUAL FRAMEWORK STANDARDS (CFS)I. CONTENT AND CURRICULUM: Teachers demonstrate a strong content knowledge of content area(s) and appropriate for their certification levels.II. KNOWLEDGE OF STUDENTS AND THEIR LEARNING: Teachers support the intellectual, social, physical, and personal development of all students.III. LEARNING ENVIRONMENTS: Teachers create learning environments that encourage positive social interaction, active engagement in learning, and self-motivation.IV. ASSESSMENT: Teachers understand and use a range of formal and informal assessment strategies to evaluate and ensure the continuous development of all learners.V. PLANNING AND INSTRUCTION: Teachers design and create instructional experiences based on their knowledge of content and curriculum, students, learning environments, and assessment.INTERNATIONAL READING ASSOCIATION STANDARDS (IRA)IRA 2.1 Use instructional grouping options (individual, small-group, whole-class, and computer-based) as appropriate for accomplishing given purposes.IRA 2.2 Use a wide range of instructional practices, approaches, and methods, including technology-based practices, for learners at differing stages of development and from differing cultural and linguistic backgrounds.IRA 3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including