The Reading Writing Connection

THE READING WRITING CONNECTION

Semester Hours: 3

Semester/Year: Spring, 2003

Instructor: Tamra W. Ogletree

Office Location: Rm. 238, Education Center Annex

Office Hours: Friday 12:00-5:00 and by appt. (please call)

Telephone: Office: 770-838-3114

E-mail: [email protected]

Fax: 770-836-4612

COURSE DESCRIPTION:

Prerequisite: Admission to Teacher Education. All courses from Block III must be taken concurrently with ECED 4251, ECED 4262, MATH 4713, READ 4251.

"An analysis of the ways in which the language and literacy areas of reading and writing are combined to create and develop literacy and developing learners."

CONCEPTUAL FRAMEWORK:

The conceptual framework of the College of Education at UWG forms the basis on which programs, courses, experiences, and outcomes are created. By incorporating the theme "Developing Educators for School Improvement," the College assumes responsibility for preparing educators who can positively influence school improvement through altering classrooms, schools, and school systems (transformational systemic change). Ten descriptors (decision makers, leaders, lifelong learners, adaptive, collaborative, culturally sensitive, empathetic, knowledgeable, proactive, and reflective) are integral components of the conceptual framework and provide the basis for developing educators who are prepared to improve schools through strategic change. National principles (INTASC), propositions (NBPTS), and standards (Learned Societies) also are incorporated as criteria against which candidates are measured. READ 4253 2

The mission of the College of Education is to develop educators who are prepared to function effectively in diverse educational settings with competencies that are instrumental to planning, implementing, assessing, and re-evaluating existing or proposed practices. This course's objectives are related directly to the conceptual framework and appropriate descriptors, principles, or propositions; and Learned Society standards are identified for each objective. Class activities and assessments that align with course objectives, course content, and the conceptual framework are identified in a separate section of the course syllabus.

COURSE OBJECTIVES:

Students will:

1. understand the links among literacy theory, research, and practice in terms of effective instructional approaches (Heller, 1995; Ruddell, 1999; Tompkins, 2000) (D3 Lifelong Learners, D4 Adaptive, D6 Culturally Sensitive, D8 Knowledgeable; INTASC 2, 7, 8, 9, 10; ACEI 1.3, 5.4, 6.2, 7.0, 9.0, 10, 13.6);

2. trace the history of literacy development from colonial times (Alexander, 1988; Manzo & Manzo, 1997; Ruddell, 1999) (D3 Lifelong Learners, D6 Culturally Sensitive, D8 Knowledgeable; INTASC 1, 2, 4, 7; ACEI 9.4, 13.11);

3. understand meaning making in the reading and writing process (Cramer, 2001, Heller, 1995; Ruddell, 1999; Tompkins, 2000) (D3 Lifelong Learners, D8 Knowledgeable, D9 Proactive, D10 Reflective; INTASC 2, 4, 6, 7; ACEI 13.1, 13.4, 13.5);

4. understand the emergence of reading and writing development (Cramer, 2001; Ekwall & Shanher, 1989; Ruddell, 1999; Strickland & Morrow, 1989) (D3 Lifelong Learners, D4 Adaptive, D6 Culturally Sensitive, D8 Knowledgeable; INTASC 1, 2, 3, 7; ACEI 13.1, 13.4, 13.7);

5. understand the conceptual basis of reading comprehension (Ruddell, 1999; Tompkins, 2001; Vacca & Vacca, 2002) (D3 Lifelong Learners, D8 Knowledgeable; INTASC 2, 7; ACEI 13.1, 13.4);

6. understand the relationships between reading comprehension and vocabulary development (Heller, 1995; Ruddell, 1999; Tompkins, 2001; Vacca & Vacca, 2002) (D3 Lifelong Learners, D4 Adaptive, D8 Knowledgeable; INTASC 2, 3, 4, 5, 7; ACEI 13.2, 13.3, 13.4, 13.10);

7. understand the relationships between motivation and literacy development (Cramer & Castle, 1994; Hughey & Slack, 2001; Manzo & Manzo, 1997; Ruddell, 1999) (D1 Decision Makers, D2 Leaders, D7 Empathetic, D9 Proactive; INTASC 3, 5, 6, 7; ACEI 13.10, 13.11, 13.12); READ 4253 3

8. understand the relationships among reading, writing, and learning subject matter concepts (Heller, 1995; Hughey & Slack, 2001; Olson, 1992; Ruddell, 1999; Tompkins, 2000) (D3 Lifelong Learners, D4 Adaptive, D5 Collaborative, D8 Knowledgeable; INTASC 2, 3, 5, 6, 7; ACEI 13.0, 13.6, 13.10);

9. understand the relationships among language, cultural diversity, and special needs (Ekwall & Shanher, 1989; Ruddell, 1999; Tompkins, 2001) (D4 Adaptive, D6 Culturally Sensitive, D7 Empathetic; INTASC 3, 5, 6; ACEI 13.7, 13.8);

10. assess literacy development in the areas of reading and writing (Heller, 1995; Olson, 1992; Ruddell, 1999; Tompkins, 2000) (D4 Adaptive, D6 Culturally Sensitive, D9 Proactive; INTASC 3, 5, 8; ACEI 5.4, 13.7)

TEXTS, READINGS, AND INSTRUCTIONAL RESOURCES:

Required Text:

Cunningham, Patricia M. (2000). Reading and Writing in Elementary Classrooms (4th ed.). New York: Longman References:

Alexander, J. E. (Ed.). (1988). Teaching reading (3rd ed.). Glenview, IL: Scott Foresman. Cramer, E. H. & Castle, M. (Eds.). (1994). Fostering the love of reading: The affective domain in reading education. Newark, DE: International Reading Association. Cramer, R. L. (2001). Creative power: The nature and nurture of children's writing. NY: Longman. Ekwall, E. E., & Shanher, J. L. (1989). Teaching reading in the elementary school (2nd ed.). Columbus, OH: Merrill. Heller, M. F. (1995). Reading-writing connections: From theory to practice. (2nd ed.). NY: Longman. Hughey, J. B. & Slack, C. (2001). Teaching children to write: Theory into practice. Upper Saddle River, NJ: Merrill. Manzo, T. V., & Manzo, U. (1997). Content area literacy: Interactive teaching for active learning (2nd ed.). Columbus, OH: Merrill. Olson, C. B. (1992). Thinking/writing: Fostering critical thinking through writing. New York: Harper Collins. Strickland, D. S. & Morrow, L. M. (Eds.). (1989). Emerging literacy: Young children learn to read and write. Newark, DE: International Reading Association. Tompkins, G. E. (2000). Teaching writing: Balancing process and product (3rd ed.). Columbus, OH: Merrill. Tompkins, G. E. (2001). Literacy for the 21st century: A balanced approach (2nd ed.). Upper Saddle River, NJ: Merrill. Vacca, R. T., & Vacca, J. (2002). Content area reading: Literacy and learning across the curriculum (6th ed.). New York: Longman. READ 4253 4

For additional readings, consult the list of references found in the General References section of the primary text.

ACTIVITIES AND ASSESSMENTS, EVALUATION PROCEDURES, AND GRADING POLICY

Activities and Assessments:

A State University of West Georgia graduate should be able to demonstrate the ability to interpret and integrate information and the ability to express thoughts coherently in oral and in written form. This is especially true for educators. Therefore, all out-of-class work should be proofread for standard English grammar, spelling, capitalization, punctuation, and proper citations according to APA (5th) guidelines. Written work must be completed in a typed, double- space format, with Times/Times New Roman font, size 12, and 1-inch margins on all sides unless otherwise indicated. Projects and papers are due at the beginning of class on the designated date. Failure to meet deadlines will result in a grade reduction of at least 10% per assignment.

1. Write an original narrative story. (Objective #6, 7, 9; skill, disposition; rubric)

2. Create a puppet to correlate with the narrative story. (Objective # 1, 7, 9, skill, disposition; rubric)

4. Examinations: Two exams will cover the materials and information discussed during the semester. See course outline for the dates of these examinations. (Objective #1, 2, 5; knowledge; exam)

5. A thematic alphabet book to use in your future classroom will be produced during this semester. You must have a connecting theme for the twenty-six elements of your book. You may use any legal means of illustrating your creation, such as computer clip art, drawing, painting, photography, cut-paper illustration, etc. A handout will be shared to further explain this assignment and numerous examples, both published and student made, will be shared by your instructor. Each of you will bring and show your book to the rest of the class on the final teaching day of the semester. (Objective #6, 7, 8; knowledge, disposition; rubric)

6. Class presentation: Using a folktale of your choice, you will demonstrate storytelling techniques and present a literature web that connects and integrates the story to different parts of the curriculum. (Objective # 1, 3, 6; knowledge, skills, dispositions; rubric)

Professionalism and Participation:

Throughout the professional literature, it is documented that effective teachers are knowledgeable, responsible, enthusiastic, energetic, interactive, cooperative, attentive, and participatory and have a sense of efficacy. These same professional behaviors will be expected of students enrolled in this course. Students are expected to attend ALL class sessions and are accountable for all materials covered. Attendance will be taken every class meeting. You are responsible for all information and changes in the course content that may occur in your absence. No make-up tests will be allowed. Tardiness and absences to class will not be tolerated and will result in a reduction of points from your final grade. Projects and papers are due at the beginning of class on the designated date. Failure to meet deadlines will result in a grade reduction of 20% per assignment per day. No late assignment will be accepted after day 3. Reduction in grade begins 15 minutes after class begins on project due date. That day serves as Day 1. Day 2 begins 24 hours after class start time. Day 3 begins 48 hours after class start time and ends at 5:00PM on the same day.

Evaluation Procedures:

Activity #1 150 points rubric Activity #2 100 points rubric Exams 300 points exam (150 points each) Alphabet book 300 points rubric Activity #3 150 points rubric

Grading Policy:

A = 900 - 1000 B = 800 - 899 C = 700 - 799 D = 600 - 699 F = 590 or under

CLASS OUTLINE (Tentative and subject to change at the discretion of the Instructor)

Week 1 Introductions January 6 Course Overview Storytelling in the classroom Chapter 1 Cunningham

Week 2 Chapter 2 Cunningham January 13 Narrative Writing

Week 3 No class—MLK Holiday January 20

Week 4 Folktale and Web Presentation January 27 READ 4253 6

Weeks 5-9 Field Experience Feb.3-March3

Week 10 Chapter 3 Cunningham March 10 Biographical Writing

Week 11 No Class—Spring Break March 17

Week 12 Midterm March 24 Chapter 4 Cunningham

Week 13 Chapter 5 Cunningham March 31 Narrative Story and Puppet due

Week 14 Chapter 6 Cunningham April 7 Journal Writing

Week 15 Chapter 7 Cunningham April 14 Expository Writing Persuasive Writing

Week 16 Chapter 8 Cunningham April 21 Poetry Writing

Week 17 Final Exam April 28 Alphabet Book Presentation Course Evaluations

ACADEMIC HONESTY

Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs when a student uses or purchases ghost-written papers. It also occurs when a student utilizes the ideas of or information obtained from another person without giving credit to that person. If plagiarism or another act of academic dishonest occurs, it will be dealt with in accordance with the academic misconduct policy as stated in The Uncatalog, Undergraduate Catalog, and Graduate Catalog. READ 4253 7