READ 7140 Root Su 2011 1 READ 7140 METHODS OF TEACHING WRITING 3 SEMESTER HOURS College of Education Valdosta State University Conceptual Framework Guiding Principles adapted from the Georgia Systemic Teacher Education Program Accomplished Teacher Framework Dispositions Principle Productive dispositions positively affect learners professional growth and the learning environment Equity 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 Support Principle Successful engagement in the process of learning requires collaboration among multiple partners Impact Principle Effective practice yields evidence of learning Technology Principle Technology facilitates teaching learning community building and resource acquisition Standards Principle Evidence based standards systematically guide professional preparation and development REQUIRED TEXTBOOKS FOR ALL STUDENTS American Psychological Association 2001 Publication manual of the American Psychological Association 5th ed Washington DC American Psychological Association required for all students ISBN 1 55798 791 2 LiveText 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 X or Piazza 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 9 Positively Impacting Learning Through Evidenced Based Practices READ 7140 Root Su 2011 2 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 7 COURSE DESCRIPTION Methods 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 using technology 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 IRA 2 2 IRA 3 1 IRA 4 1 IRA 4 3 Use instructional grouping options individual small group whole class and computer based as appropriate for accomplishing given purposes 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 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 technology based assessment tools Use students interests reading abilities and backgrounds as foundations for the reading and writing program Model reading and writing enthusiastically as valued lifelong activities Positively Impacting Learning Through Evidenced Based Practices READ 7140 Root Su 2011 3 COURSE OBJECTIVES Students will CO 1 select demonstrate and explain the rationale for instructional grouping options individual small group whole group during all writing process stages CFS V IRA 2 1 CO 2 plan instructional methods including technology based practices for learners at differing stages of development and from differing cultural and linguistic backgrounds CFS II V IRA 2 2 CO 3 plan instruction to teach students prewriting planning strategies most appropriate for various modes of writing i e narrative correspondence poetic expository and persuasive CFS I V IRA 2 2 CO 4 plan instruction to teach students to draft revise and edit their writing as appropriate for various modes i e narrative poetic expository and persuasive CFS I V IRA 2 2 CO 5 plan instruction to teach students at differing stages of development and from differing cultural and linguistic backgrounds the conventions of Standard English needed to edit their compositions CFS II V IRA 2 2 CO 6 administer interpret recommend and train others to use information from writing assessments i e inventories portfolio based assessments student self evaluations observations anecdotal records journals to determine proficiencies and difficulties and to inform instruction in writing CFS I IV IRA 3 1 3 2 CO 7 describe ways to use students interests reading abilities and backgrounds as foundations for the writing program CFS III IRA 4 1 CO 8 describe ways to model and discuss writing as a valuable lifelong activity CFS III IRA 4 3 COURSE MATERIALS REQUIRED wide ruled notebook paper and or primary paper wooden pencil sharpened and eraser stapler and staples paper clips large ringed binder or large binder clip colored markers fine point for writing and drawing blank paper i e printer paper COURSE ACTIVITIES ASSIGNMENTS REQUIREMENTS Interdisciplinary Writing Unit Assessment IRA Standards for Reading Professionals 2003 2 1 2 2 3 1 4 1 4 3 Overview Reading specialist literacy coach candidates will develop an interdisciplinary writing unit of 10 complete instructional plans including at least two modes of writing i e narrative poetic expository and persuasive Instructional lesson plans will include modifications for learners at differing stages of development and from differing cultural and linguistic backgrounds The unit