COURSE: REED 518 READING and WRITING CONNECTIONS

Instructor: Ericka McKenney

Hagerstown Campus-Room 324
Fall 2015

OFFICE HOURS
Monday-Before or After Class
Email: eemckenney@frostburg.edu
Phone: 301-697-1117
SUGGESTED TEXT:
Johns, J., & Berglund, R. (2006). Strategies for content area reading. Dubuque, IA: Kendall Hunt.
Articles from Educational Leadership, Reading Teacher, and Journal of Adult and Adolescent Literacy
and others will be provided as needed. These will be distributed in class or available through
Blackboard (http://blackboard.frostburg.edu)
COURSE DESCRIPTION: Reading and writing activities in daily instruction. The role and use of
authentic assessments in determining student reading performance and selection of materials
appropriate to student ability levels. This course is blended, designed with both classroom and online
content.
COURSE PURPOSE: This course is designed as a second reading class for MAT candidates.
Authentic reading and writing strategies to facilitate content learning and classroom approaches for
assessing content area literacy will be emphasized. In this course, candidates will learn to value
reading and writing across the curriculum and ongoing assessment as they develop into instructional
leaders (IL), continuous assessors (CA), collaborative bridge builders (CB), educational advocates and
reflective decision-makers (RD)
COURSE OUTCOMES & ASSESSMENT:
At the conclusion of this course, the teacher candidate will demonstrate:
Outcomes:
1.
2.

3.

4.

The experiential, cultural and language

influences on literacy acquisition and
performance
Impact of experiential, cultural and
language elements on student learning in
content area classrooms
The continuum of literacy development
and the characteristic behaviors of
students at varying points in
development
Factors that influence students literacy
development

KNOWLEDGE OF:
Conceptual
IL A and
Framework
INTASC
a. DP 1
a. 1.3
b. INTASC
3
a. DP 1
a. 1.1
b. IL 5
b. 1.3
c. INTASC
3
a. DP 1
a. 3.2
b. IL 5
b. INTASC
1, 2, 3
a.
b.

DP 1
EA 1

a.
b.

3.2
INTASC

Assessments:
a. DB Posts
a. DB Posts

a. Class Continuum

a. Class Continuum

5.

6.

7.

8.

9.

The nature and multiple causes of

reading and writing difficulties
including reading problems associated
with limited language proficiency
Interventions which assess and respond
to the strengths and needs of individual
learners

a.

DP 1

a.
b.
c.

a.

IL 5

a.
b.
c.

Strategies which assist students in

reading challenging texts

a.

IL 2, 7,
11

a.
b.
c.

Learning styles (including multiple

intelligences) and how to identify and
accommodate various student-preferred
styles
The writing process and its relationship
to content area reading

a.

IL 5

a.
b.
c.

a.

IL 7

a.
b.

10. Methods to determine students

performance in reading and writing
relevant to content area teaching

a.

CA 2, 3,
4, 6

a.
b.
c.

11. Recognizable patterns of reading

difficulties

a.

CA 2

a.
b.

12. Literacy demands of the content area

and how to support the various
literacies necessary for students
success.
13. The wide range of abilities and tools
necessary for raising questions,
investigating concerns and solving
problems.

a.

IL1, 6, 7,
8, 9

a.
b.

a.

IL 1, 7,
11

a.
b.

Outcomes:
1.

2.

3.

Modifying instruction and implementing

intervention strategies to support content
area learning and literacy development
for students who have difficulties with
reading and writing
Determining students individual
interests and linking interests to
independent and classroom reading
activities.
Creating classroom environments that
support independent reading

1, 2, 3
1.1
1.3
INTASC
3
2.2
2.3
INTASC
3, 8
2.2
2.3
INTASC
4
1.3
2.2
INTASC
2
4.3
INTASC
1, 4
3.1
3.3
INTASC
4
3.3
INTASC
1
2.2
INTASC
1
2.2
INTASC
1

SKILLS IN:
Conceptual
IRA/INTASC
Framework
a. IL 2, 5, 7
a. 2.2
b. CA 2
b. 3.3
c. INTASC
1, 7
a.
b.

IL 1, 3
CA 2, 4

a.
b.
c.

a.

IL 3

a.
b.
c.
d.

4.

Selecting classroom resources and

materials that encourage independent
reading

a.

IL 3

a.
b.
c.

5.

Selecting reading materials at an

a.

IL 5, 7

a.

3.3
4.1
INTASC
5
4.1
4.2
4.3
INTASC
5
2.3
4.2
INTASC
1, 3
2.3

a. DB Posts

a. Individualized Student Evaluation

a. Strategies in Action

b. Differentiated Lesson Plan

a. Content Writing Lesson Plan
a. Individualized Student Evaluation
b. Rubric Design Activity
a. Class Continuum
a. Inquiry Tech project- WebQuest
b. Common Core Essential Vocabulary
Plan
a. Inquiry Tech Project- WebQuest

Assessments:
a. Individualized Student Evaluation
b. UDL Lesson Plan

a. Individualized Student Evaluation

a. DB posts

a. DB posts

appropriate level of difficulty for use

with a specific content area unit.

b.

CA 2

b.
c.

6.

Utilizing a multi-text approach to suite

the instructional reading levels of a
range of students

a.
b.

IL 5
CA 2

a.
b.
c.

7.

Locating, evaluating and incorporating

technology and multi-media materials
into content area instruction to support
the reading process
Integrating reading and writing activities
in daily instruction and routines

a.

IL 5, 7,8

a.
b.
c.

a.

IL 1, 6, 7,
8

a.
b.
c.

Implement oral and written student

response strategies (before, during and
after reading) that support reading in the
content area
10. Developing instructional experiences
that are appropriate for students
performing at a variety of literacy levels.
11. Implement oral and written student
response strategies that focus on content
area vocabulary and support concept
development.
12. Implement formal writing activities to
apply content knowledge meaningfully.

a.

IL 1, 7,
11

a.

8.

9.

4.2
INTASC
1, 3
2.3
4.2
INTASC
1, 3

a. Individualized Student Evaluation

b. UDL Lesson Plan

2.3
4.2
INTASC
4
2.3
4.1
INTASC
4, 7

a. WebQuest Evaluations

a.
b.

2.2
INTASC
6

a. Content Area Writing Lesson Plan

IL 5

a.
b.

a. Individualized Student Evaluation

b. Differentiated Lesson Plan

a.

IL 7, 8,
11

a.
b.

2.2
INTASC
1, 3
2.2
INTASC
4, 6

a.
b.

IL 7
CA 6

a.
b.

2.2
INTASC
6
2.2
INTASC
4

a. Content Area Writing Lesson Plan

a. DB Posts

a. Content Area Writing Lesson Plan

a. DB Posts

13. Guide students to use a wide range of

a. IL 7
a.
a. Content Area Writing Lesson Plan
strategies as they write and use different
b.
writing process elements appropriately
to communicate with different audiences
for a variety of purposes.
14. Assessing students reading and writing
a. CA 2, 6
a. 3.1
a. Individualized Student Evaluation
performance and using assessment data
b. 3.3
to influence content area instruction
c. INTASC
DISPOSITIONS TO:
8
Outcomes:
Conceptual
IRA/INTASC
Assessments:
15. Encouraging students self-awareness
a. RD 5
a. 3.1
a. Individualized Student Evaluation
Framework
evaluation
of their
readingstudents
and
b.
b.a. INTASC
1. and
Appreciate,
value
and respect
a. CA
IL 22
3.2
a. DB Posts
writing
processes
for
the
purpose
of
varied needs, abilities, and competencies b. CA 2
b. 14.4
b. UDL Lesson Plan
improvement
as literacy develops.
c. DP 3
c. INTASC
16. Acquired technological skills and
a. IL 9
a. 2.2
a. WebQuest Evaluation
2, 3
acquiredonlearning
to support
pupilof
b.a. INTASC
2. Reflect
the continuing
impact
a. RD 3, 6
1.1
a. DB- My Literate Self
learningand
within
reading
in the content
4
reading
writing
processes
as are
b. 1,5.1
areas to content literacy development
related
c. INTASC 9
17. Reflect
Assist students
in learning
to use new
IL 93
a.a. 2.2
a. a.
Inquiry
Tech
Project- WebQuest
3.
on the impact
of technology,
a. RD
5.1
Website
Evaluation
technologiesand
to gain
access
to databases,
b.b. INTASC
community
school
on the
INTASC 9
bibliographiesofand
otherliteracy
data resources,
1, 4
development
content
other
computer users
the
4. and
Value
the development
of around
students
a. IL 8
a. 4.4
a. Inquiry Tech Project
world;
in synthesizing
this
critical develop
thinking,skill
independent
problem
b. 5.1
broad
information.capabilities
solvingbase
andofperformance
c. INTASC
1, 2
5. Use assessment to identify students
a. IL 2
a. 5.1
a. Individualized Student
strengths and to promote student growth b. CA 2
b. 3.1
Evaluation
rather than deny students access to
c. EA 1
c. INTASC 8
learning opportunities
6. Recognize power of language for
a. Il 2, 3
a. 4.3
a. Discussion Board Posts and
fostering self-expression, identity
b. 4.4
Reflections
development and learning.
c. 5.1
d. INTASC 6

ACADEMIC DISHONESTY:
The University considers academic dishonesty to be impermissible and subject to disciplinary actions.
Academic dishonesty is defined to include any form of cheating and/or plagiarism. Cheating includes
but is not limited to, such acts as stealing or altering testing instrument; falsifying the identity of
persons for any academic purposes; offering, giving or receiving unauthorized assistance on an
examination, quiz, or other written or oral record. Plagiarism is the presentation of written or oral
material in a manner which conceals the true source of documentary material; or the representation of
material which uses hypotheses or conclusions, evidence, data, or the like, in a way that the student
appears to have done work which he/she did not, in fact do (The Pathfinder, Frostburg State
University)
DISRUPTIVE STUDENT BEHAVIOR:
The University will not tolerate disorderly or disruptive conduct with substantially threatens, harms
or interferes with University personnel, orderly processes and functions. A faculty member may require
a student to leave the classroom when his or her behavior disrupts the learning environment. A student
found responsible for disruptive behavior may be administratively withdrawn from the course
(Student Code of Conduct)
REPORTING CHILD ABUSE:
Please be aware that according to state law in Maryland, educators are required to report current and
past child abuse and neglect even when the former victim is now an adult and even when the former
alleged abuser is deceased. If you disclose current or past abuse/neglect in class, in papers, or to me
personally, I am required by law to report it.

GENERAL COURSE REQUIREMENTS:

1) Each candidate is expected to be consistently involved in the assigned activities and to
contribute to the community of learners by being a positive participant in both class and online
discussions and activities.
2) Attendance at all face to face meetings and a consistent presence on Blackboard is required for
this course. If you must miss class for any reason, please contact the instructor as soon as
possible. More than one absence could result in a lowering of the final course grade by one
letter grade.
3) All tasks should be completed and assignments submitted by the stated completion dates.
Extensions may be requested before the stated due date. Assignments turned in late (without
extension) are subject to a 10% deduction in points per day. Assignments submitted more
than 3 days late will not be accepted. All assignments should be word-processed and
submitted appropriately (hard copy in class or Blackboard).
4) Assignments receiving a C or below are eligible for resubmission. The resubmitted grade will
be averaged with the original grade on the assignment. Assignments submitted after the due
date (with or without extensions) will not be eligible for resubmission.
COURSE ASSESSMENTS:
Evaluation of student achievement will be based upon evaluation of assessments. Descriptions of all
assessments are given. Scoring tools/rubrics will be provided in class and on Blackboard.

Online Book Clubs- 30 points total for each weeks discussion (10 points for initial posting of the
assigned role, 10 points for responses to Discussion Directors questions, and 10 points
for other 3 additional response posts within the group)
Candidates will be required to participate in online Book Clubs, via the Blackboard Discussion Board.
Each candidate will be assigned a role and will be required to post that role by Monday night at
midnight of the assigned week. Candidates are then required to post a response to the questions posed
by the Discussion Director by the following Thursday, as well as respond to a minimum of 3 other
posts within your assigned group.
Strategies in Action- 100 points (20 points each)
Candidates will be required to implement 5 reading or writing strategies of their choosing from the
Strategy Notebook compiled in REED 617. Candidates will submit a lesson plan showing the use of
the strategy, a detailed reflection of the lesson, and student artifacts (3 artifacts for each strategy). See
rubric.
Common Core Essential Vocabulary Plan- 10 points for group activity and 20 points for
vocabulary presentation
In small groups, candidates will make a plan for presenting/practicing/reviewing the Common Core
essential vocabulary words with middle school students. For one of the academic vocabulary words,
candidates must peer teach, as if the candidates were introducing the word to a class of students. A
research-based strategy must be included with this presentation.
UDL Lesson Template- 15 points
Candidates will use the Secondary Lesson Plan Template provided by the Allegany County Board of Education
and design a lesson for the content area that incorporates ELA Literacy standards and focuses on Universal
Design for Learning principles.

Individualized Student Evaluation for Attitude and Interest- 48 points

Candidates will administer a reading attitude survey and interest inventory to a selected student.
Candidates will write a summary in which the results of the assessments are discussed, and the
candidate will describe how these findings might be applied to classroom instruction for that selected
student. Candidates will also identify appropriate reading materials for that student (minimum of 5),
based on the results. See rubric.
Content Area Writing Lesson Plan- 15 points
Candidates will plan and execute a content area lesson that uses a specific writing to learn or public
writing activity and is related to his/her content teaching. Candidates will submit a formal lesson plan,
reflection, and 3 samples of the students writing products. See rubric.
WebQuest Evaluations-15 points each
Candidates will select and evaluate 3 WebQuests using the provided rubric. This will enable candidates
to define the characteristics of high quality WebQuests in his/her content area. This will be valuable as
candidates create their own WebQuests. See assignment below.
Inquiry Tech Project/WebQuest- 50 points
Candidates will use online authoring technology (zunal.com, Filamentality, or webquest.org) to design
a WebQuest based on a unit being taught in the candidates content area. Students will evaluate 3 other
WebQuests first using the provided rubric. See assignment above.

Professionalism-10 points
Candidates will be expected to be positive participants in a variety of online and in-class activities. At
the end of the semester, each candidate will evaluate his/her level of professionalism, related to level of
overall participation, timeliness of assignments, attendance, and other course dispositions. This selfevaluation will be averaged with a professionalism evaluation conducted by the instructor.
Final Exam-25 points
GRADING SCALE:

A 90 - 100% - Reflecting outstanding achievement

B 80 - 89%- Praiseworthy performance; above average
C 70 - 79% - Average performance; satisfactory
D 60 - 69%- Meets expectations minimally
F below 60%- Unsatisfactory performance
RESOURCES:
Cunningham, P.M., & Allington, R.L. (1994). Classrooms that work: They can all read
and write.New York: Harper Collins.
Fountas, I.C., & Pinnell, G.S. (2001). Guiding readers and writers grades 3-6:
Teaching comprehension, genre, and content literacy. Portsmouth, NH: Heinemann.
Harvey, S., & Goudvis, A. (2000). Strategies that work: Teaching comprehension to
enhance understanding. Ontario, Canada: Stenhouse.
Pressley, M. (1999). Reading instruction that works. New York: Guilford Press
WEBSITES:
International Reading Associationwww.ira.org
Association for Supervision and Curriculum Development: Educational Leadership www.ascd.org
ERIC Clearing House on Reading, English and Communication www.indiana.edu/~eric_rec/
IRA/NCTE ReadWriteThink

www.readwritethink.org

Teaching That Makes Sense www.ttms.org

Literacy Matters

www.literacymatters.org

Scholastic Teacher Book Wizard

http://bookwizard.scholastic.com/tbw/homePage.do?
ESP=TBW/ib//acq/tbw_slimnav_Teachers///nav/txtl////

Class

Format

Topic

1
8/31

In class

2
9/14

In Class

Syllabus Review
Blackboard Orientation
Common Core ELA Shifts- Teaching the Essential
Vocabulary of the Common Core
9/7- No class (Labor Day)
Common Core- Teaching the Vocabulary of the
Standards

3
9/21

Online

4
9/28

In class

5
10/5

Online

6
10/12

In Class

7
10/19
8
10/26

Online

9
11/2
10
11/9
11
11/16
12
11/23

In class
Online
In class
Online
In class

Book Clubs- Discussion Board (Topic: Motivation

and Engagement)
First day of internships
Motivation and Engagement
RAFTS and Choice Boards
Motivation, Attitude and Interest Assessments for the
Individualized Student Evaluation assignment
Individualized Student Evaluation
Strategies in Action
Create a RAFT and Choice Board- Post to DB
The Writing Process
3 Genres of Writing- Common Core
Writing to Learn and Public Writing Strategies
Writing Lesson Plan
Strategies in Action
Interactive Writing Websites
Integrating Writing in the Content Areas
Evaluation of Writing Websites
Strategies in Action
Making Digital Transitions to the Common Core
New Literacies- WebQuest assignment
New Literacies- Read Ch. 7 and the assigned article
WebQuests
Creating and Using Writing Assessments
Rubrics/Scoring Tools
WebQuest Presentations

CANDIDATE
REQIREMENTS*

Read Sprenger article

Common Core Essential
Vocabulary Plan and
Presentation
DB Posts- Literature
Circles

RAFT and Choice Board

Individualized Student
Evaluation
Strategies in Action # 1

Strategies in Action # 2
Writing Lesson Plan
Website Evaluations
Strategies in Action # 3 & 4
WebQuest Evaluations

WebQuest

13
11/30
14
12/7
15
12/14

In Class
Online
Online

Support of Struggling Readers and WritersDifferentiated Instruction

Tiered Lesson
Strategies in Action #5

Review for Final Exam

Final Exam- Email to Ericka McKenney by this date

Course Schedule: Fall 2015* This schedule is subject to change at the discretion of the instructor.