The mission of Nevada State College School of Education is to prepare highly qualified, culturally responsive professionals. We accomplish this through effective pedagogy, state of the art technology, clinical experiences, scholarly inquiry, and community partnerships. Our graduates ill !e critical thin"ers ho contri!ute to a glo!al, democratic society. Instructor Information Semester# Summer $%&' (ay)Time# *une +% to ,ugust - .ocation# Online Credit# + credits Office /ours# ,s needed !y appointment Email ) Telephone# roxanne.stansbury@nsc.edu Course Description The NSC Catalog descri!es this course as follos# Teaching Writing ,cross School Curriculum 0+ credits1# 2ntroduction to current theories and practices in the teaching of riting. 3ocus on riting for learning in all su!4ect areas. Students ill revie the riting process, including assessment and conferencing strategies. 5re6 requisite0s1# E(7. ''$ and admission to the Teacher 5reparation 5rogram. 05re6requisites do not apply to ,lternative 7oute to .icensure ma4ors.1 Course Materials Text!oo" name)edition# 89& Traits of Writing# The Complete :uide 0+ rd edition1 ,uthor0s1# Culham, 7uth 5u!lisher# Scholastic 2S;N# <=-%'+<$-%+-< Outcomes and Standards 1 CO>7SE S?..,;>S Teaching Writing ,cross School Curriculum E(7. '$= %& 7oxanne Stans!ury NSC School of Education Program Outcomes (SOE IN!"SC Standards (IN!"SC Professional Standards SOE &. 2ntellectual Curiosity and Critical Thin"ing SOE $. Evidence6 ;ased 5ractice SOE +. 3amily Engagement SOE '. Ethical 5ractice SOE @. Educational Technology SOE 8. (iversity 2NT,SC &. .earner (evelopment 2NT,SC $. .earning (ifferences 2NT,SC +. .earning Environments 2NT,SC '. Content Anoledge 2NT,SC @. ,pplication of Content 2NT,SC 8. ,ssessment 2NT,SC =. 5lanning for 2nstruction 2NT,SC -. 2nstructional Strategies 2NT,SC <. 5rofessional .earning and Ethical 5ractice 2NT,SC &%. .eadership and Colla!oration International #eading "ssociations Standards $I#"% for Elementar& Classroom Professionals Standard &# 3oundational Anoledge is the core of preparing individuals for roles in the reading profession.
Standard $# The Curriculum and 2nstruction Standard recogniBes the need to prepare educators ho have a deep understanding and "noledge of the elements of a !alanced and integrated literacy curriculum. Standard +# This ,ssessment and Evaluation Standard recogniBes the need prepare teachers for using a variety of assessment tools and practices to plan and evaluate effective reading and riting instruction. Standard '# The (iversity Standard focuses on the need to prepare teachers to !uild and engage their students in a curriculum that places value on the diversity that exists in our society. Standard @# The .iterate Environment standard focuses on the need for candidates to create a literate environment that meets the diverse needs of students and facilitates connections across content areas. . Standard 8# The 5rofessional .earning and .eadership Standard is !ased upon a commitment to lifelong learning !y all professionals through communication and colla!oration. Course O'(ectives >pon successful completion of this course, students ill# >se assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students including those at different developmental stages and those from differing cultural and linguistic !ac"grounds. 0SOE $C 2NT,SC 8, +1 Dodel reading and riting enthusiastically as valued lifelong activities. 0SOE &C 2NT,SC <, 81 (emonstrate quality riting for each step of the 89& riting traits. 0SOE $C 2NT,SC @, $1 Conduct a thin" aloud hile modeling quality riting. 0SOE $C 2NT,SC -, '1 (emonstrate the differences !eteen shared and modeled riting. 0SOE $C 2NT,SC -, '1 (ifferentiate hole6group, small6group, and individual instruction and assessment. 0SOE $C 2NT,SC $, @1 >se technology resources to assist in the preriting and pu!lishing stages of the riting process. 0SOE @C 2NT,SC -, '1 Create and use a variety of ru!rics. 0SOE $C 2NT,SC 8, +1 2 Dodel effective techniques of communicating ith parents, colleagues, administrators, and students. 0SOE +C 2NT,SC <, 81 >se studentsE interests, reading a!ilities, and !ac"grounds as foundations for the reading and riting program. 0SOE $C 2NT,SC &, &1 >pon successful completion of this course, students ill !e introduced to the folloing "noledge and s"ill# (esign and adapt materials for learning and teaching to stimulate, support, and challenge students to higher levels of thin"ing. 5lace students along a developmental continuum and identify studentsE proficiencies and difficulties. (emonstrate the a!ility to manage classroom procedures and organiBe the physical space in the classroom hen developing and teaching a lesson. ,pply individual and hole6group classroom management techniques. >se a ide range of assessment tools to gain a comprehensive understanding of studentEs strengths and ea"nesses in comprehension, fluency, voca!ulary, riting, and decoding. 2ntegrate riting and reading comprehension standards in a direct instruction lesson plan. (emonstrate the a!ility to question students effectively and motivate their contri!utions to teacher6lead and independent discussions. Dodel the implementation of creative and imaginative strategies for teaching riting lessons that allo students to acquire content "noledge from different points of vie. 7eflect on implementation of instructional practices to improve future instruction. >se class materials and assignments as supporting documents in professional portfolios. >se o!servations of elementary school culture, studentEs needs, student diversity, and teaching techniques for further development of educational philosophy. Course "ssignments and Evaluation ASSIGNMENTS POINT VALUE PERCENTAGE Colleague (iscussion ;oards Welcome post and ice!rea"er response Evaluating student riting ;rainstorming 7,3T ideas Folcano article Thin"ing Dap activity Text Selection 5ro4ect Each discussion !oard is orth @ points for a total of $@ points $%G HuiBBes# Writing Traits I 2deas J OrganiBation HuiB & Writing Traits I Foice J Word Choice HuiB $ Writing Traits IConventions J Sentence 3luency HuiB + 3inal Exam I The Writing 5rocess Each quiB is &% points each for a total of '% points. $%G 3 7eflections I Open 7esponses 5ersuasive !log 6hy your school should adopt the 89& Writing Traits frameor". 7eflection 7esponse# /o can 2 help my students generate and ela!orate on ideas in their ritingK 7eflection 7esponse# /o can teachers ma"e the editing and revising stages of riting engaging and meaningful for studentsK Each reflection is or" &% points for a total of +% points $%G ,ssignments# Classification of riting instruction components assignment ,nalyBing and responding to student riting assignment .esson plan sequence for ho to teach an assigned riting form Conferencing script assignment ,dapting a given riting lesson plan to include technology integration. Each assignment is orth &% points for a total of @% points $%G LLLAey 5erformance used for program assessment# Dini6portfolio consisting of lesson plans for the M8 9 & Writing TraitsN, including a self6evaluation and peer evaluation $% pts. $%G Plagiarism and Cheating 5lagiarism involves directly quoting, summariBing, or paraphrasing the or" of others ithout specific indication of sources, or handing in or" that is not the studentOs on. Cheating is the unauthoriBed giving or receiving of information in examinations or other exercises. !he grade of )*) or )F) +ill 'e given for an& assignment in +hich plagiarism or cheating is discovered, This grade ill seriously affect the final grade in the course. Evidence of such dishonesty ill !e "ept on file, and ill not !e returned to the student. 2nstructors have the responsi!ility to report such incidents to the (ean. Serious penalties may !e imposed, depending on the nature of the incident. School of Education -rading Scale <'6&%% , <%6<+ ,6 -=6-< ;9 -+6-8 ; -%6-$ ;6 ==6=< C9 =+6=8 C =%6=$ C6 8=68< (9 8+688 ( 8%68$ (6 @<6;elo 3 Professional Dispositions Teacher and Speech 5athology candidates at Nevada State College are expected to demonstrate 4 !ehaviors that are indicative of the folloing dispositions characteristic of effective teachers and S.5Es. The candidate shos a disposition toard and commitment to each of the folloing# &. Daintains a positive attitude during class, field or", clinical settings and all other educational environments. $. 2s punctual to and attends the duration of class, field or" assignments, therapy sessions and scheduled meetings. +. 2s honest, trustorthy, and respectful in communications and interactions ith others. '. (emonstrates ethical !ehavior and maintains confidentiality regarding student information and communications. @. Online discourse and participation in classroom discussion are respectful, tolerant of, and responsive to ideas and vies of others. 8. .oo"s for solutions to pro!lems versus engaging in a pattern of negative !ehavior. =. 5rovides equita!le learning opportunities for all students, for example, student does not dominate class discussions and)or instructorEs time. -. Communication and)or actions do not discriminate against any group. <. ,ppearance, grooming and personal hygiene are appropriate for or"ing in the school setting. &%. >ses constructive feed!ac" from instructor or peers to improve s"ills. &&. ,ppropriate interaction ith school age children during field or" and student teaching. &$. >ses sound 4udgment and thoughtful decision ma"ing ith consideration of the consequences. &+. Colla!orates ith peers to improve overall learning of students. &'. Ta"es initiative and responsi!ility for oneEs on learning. Schedule Date !opics. "ctivities. "ssignments #eadings/Materials Due Dates 0 !imes ,ssignments due Saturday !y midnight Wee" & ;eginning *une +%th 2ntroduction Cementing your 5hilosophy of Writing 2nstruction 5edagogy ;ig picture of riting instruction Overvie of the Six Writing Traits Writing Sample ,ssessment# 2nter6rater 7elia!ility 7ationale for >sing MSix Writing TraitsN as assessment language. 7ead# 8 9 & Traits of Writing 2ntroduction# The Traits and Chapter &# The Weave of ,ssessment and 2nstruction pp. =6+$
,rticle# Ten Reasons to Make Six- Trait Writing Part of Your Instruction (ue# *uly @ th
&. Welcome post and ice!rea"er response $. 5ersuasive !log 6hy your school should adopt the 89& Writing Traits frameor". +. Classification of riting instruction components assignment '. Evaluating student riting6 discussion 5 !oard Wee" $ ;eginning *uly =th 7esponding to riting 2ntroduction to the WriterEs Wor"shop Writing Traits# 2deas J OrganiBation Strategy 3ocus# 7,3TS Writing Tool# Thin"ing Daps Notema"ing versus Note Ta"ing 7evie the M7esponding to Student WritingN charts in 8 9 & Traits of Writing. 2deas I page @% OrganiBation I pg. -= Foice I p. &$+ Word Choice I p. &@= Sentence 3luency I p. &<' Conventions I p. $+= 8 9 & Traits of Writing. Chapter +# OrganiBation pp. 8-6<< Chapter $# 2deas pp. ++68= and 7,3TS 5oer5oint J Fideo Thin"ing Daps 5oer5oint Notema"ing 5oer5oint (ue *uly &$ th
&. 7eflection 7esponse# /o can 2 help my students generate and ela!orate on ideas in their ritingK $. Writing Traits HuiB & +. (iscussion !oard 6 7,3TS. '. ,nalyBing and responding to student riting assignment Wee" + ;eginning *uly &'th (irect instruction lesson planning Writing Traits# Foice J Word Choice Strategies# Foice in ,rt, 2llustrate the Trait, Huic" (ra)Huic" Write, 5oer of the Detaphor. Writing Tool# Word Walls
7ead# 8 9 & Traits of Writing Chapter '# Foice pp. &%%6&+- Chapter @# Word Choice pp. &+<6&=@ (ue *uly &< th
&. (iscussion ;oard# Folcano article Thin"ing Dap activity $. .esson plan sequence for ho to teach the riting form from the proposed 7,3T in ee" +. Writing Traits I Foice J Word Choice HuiB $ 6 Wee" ' ;eginning *uly $&st Writing Traits# Conventions and Sentence 3luency Text selections The art of teaching poetry Conferencing J 5lanning (ifferentiated 2nstruction and the WriterEs Wor"shop Editing J 7evising 7evie the Conferencing 5oer5oint 7evising J Editing video http://www.learner.org/wo rkshops/teachreading35/cla ssrooms/cv4.html ,rticle# The Writers Toolbox: Five Tools for Active Revision Instruction !y .aura /arper 7ead# 1 2 3 !raits of 4riting Chapter 8# Sentence 3luency pp. &=86$&& Chapter =# Conventions pp. $&$6$'8 Conventions 5oer5oint (ue *uly $8 th
&. 7eflection 7esponse I /o can teachers ma"e the editing and revising stages of riting engaging and meaningful for studentsK $. Conferencing script assignment +. Text Selection 5ro4ect Wee" @ ;eginning *uly $-th Em!edding technology into the riterEs or"shop We! $.% and the Writing Teacher# ,nimoto, ;logs, 5reBis, :logsters, andi5ad apps Technology application I aligning a technology tool ith a component of riting curriculum ith the goal of accelerating student learning. Excerpt from MWriting in the (igital ,geN (ue ,ugust $nd &. Writing Traits I Conventions J Sentence 3luency HuiB + $. ,dapting a given riting lesson plan to include technology integration. +. Su!mit the mini6 portfolio consisting of lesson plans for the six plus one riting traits 7 Wee" 8 ;eginning ,ugust 'th Writing portfolios I lesson planning tools 7eflecting on your teaching 3inal ,ssessment Titter resources for riting teachers (ue ,ugust < th
&. Complete the self6 evaluation form for your mini6riting portfolio $. Evaluate a partnerPs mini6riting portfolio using the peer evaluation ru!ric. +. Ta"e the online final exam. 8