Understanding by Design 1-Page Template

EDUC 342 Methods of Written Communication Course Syllabus

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COURSE INFORMATION: Type of Course: Face-to-Face Hybrid Online Course Meeting Time: %Face-to-Face % Online or Online Components: College Credits: Academic Term and Year: Term IV Spring 11/12 Instructor Title and Name: Instructor Contact Information: Instructor BVU e-mail:

COURSE RESOURCES: Text(s) Information:

Required Optional Required Optional Title: Creating Writers: 6 Traits, Process, Workshop, Title: Mechanically Inclined: Building Grammar, and Literature Usage, and Style into Writer’s Workshop Author: Spandel Author: Anderson Date: 2012 Date: 2005 Edition: 6th Edition Edition: Publisher: Allyn & Bacon Publisher: Stenhouse ISBN number: 978-0132944106 ISBN number: 978-157110-412-0 Required Optional Required Optional Title: Nonfiction Mentor Texts: Teaching Informational ELA IA Core Writing through Children’s Literature K-8 Author: Dorfmann & Cappelli http://www.educateiowa.gov/index.php? Date: 2009 option=com_content&view=article&id=2328&Itemi Edition: d=4340 Publisher: Stenhouse ISBN number: 978-157110-496-0 Suggested Texts:  Pathways to the Common Core: Accelerating Achievement by Calkins, Ehrenworth & Lehman (2012) Heinemann (note: This is a required text in EDUC317. Students will be asked to keep the book for other courses including EDUC 342. Then we can list it as a required text for this course also.)  When Writing Workshop Isn’t Working: Answers to ten tough questions grades 2-5 by Mark Overmeyer (2005) Stenhouse 978-157110-4045 Additional Resources Needed: An active subscription to LiveText is a requirement for our BVU Teacher Education Program. LiveText accounts can be purchased through the University Book Store or directly from LiveText at www.livetext.com. Students are required to purchase a standard LiveText account with the Field Experience Management (FEM) module. LiveText is a one-time purchase that lasts the duration of your time at the College of Education (up to five years). If you already have an active LiveText account, no repurchase is necessary. For more information, please see the BVU faculty member or your advisor. Also, successful completion and uploading to Live Text of key assignments is required for Teacher Education Program Checkpoints. Failure to submit a key assignment to LiveText may result in failure of the course and an inability to complete TEP Checkpoints.

EDUC 342 7/2012 1 EDUC 342 7/2012 2 EDUC 342 Methods of Written Communication (3 Credits) Course Description: This course develops understanding of the connections between oral and written language, and also the writing process. Focus is on designing aligned progressive learning goals, assessments, and differentiated instructional strategies considering the content (genres, purposes for writing, audience, conventions of writing) and the individual needs of all students. The unique needs in written communication for students of diverse languages and backgrounds are examined with an emphasis on developing strategies for all learners to develop critical and creative thinking, problem solving, and Standard English. Selecting and integrating digital and interactive technologies as part of written communication and writing instruction are also investigated. This course is cross-listed as SEDU 342 Prerequisite: EDUC 317

Transfer Goal(s): 1. 3-Plan and implement differentiated learning opportunities which accommodate diverse needs (P1.7) 2. 3–Match instructional strategies and instructional sequence to the content and the individual (P2. 10) 3. 3–Integrate cross-curricular learning including literacy development and a variety of forms of communications for varied purposes and audiences (P2.12) 4. 3-Establish clear learning goals with essential questions and topic questions (P2.13) 5. 3-Apply valid and reliable research findings to make instructional decisions. (P3.9) 6. 3-Select and integrate digital and interactive technologies to plan and achieve content learning goals (P3.10) 7. 3-Create authentic learning tasks in inquiry-based instruction (P3.11) 8. 3-Apply Student-Centered Classrooms, Teaching for Understanding, Assessment for Learning, Rigorous and Relevant, and Teaching for Learner Differences to facilitate student learning (P3. 12) 9. 3-Manage the learning environment to actively and equitably engage learners (P3.15) 10. 3-Evaluate and modify resources and curriculum material to fit the content and learners (P3.16) 11. 3-Vary his/her role in the instructional process based on the content, purpose of instruction, and needs of learners (P3.17) 12. 3- Use a variety of self-assessment, learner data, and problem-solving strategies to analyze and improve professional practice (P4.7) 13. 3-Use formative and summative assessment data and other student data to identify readiness for learning, design and modify short and long-term instructional plans, and implement appropriate accommodations to meet learners’ needs in all areas of development (P4.9) 14. 3-Align assessments to learning goals and individual differences (P4.10) 15. 3-Use multiple assessment methods for students to demonstrate progress towards learning goals (P4.13) Stage 1: Desired Results Understandings BIG IDEAS Students will understand that… 1. Instruction must be intentionally planned and adjusted based on personal reflection and data, while considering students’ varying rates and methods of learning, as well as other learning needs, in order to maximize the achievement of all students. 2. Deep written language learning requires exploration, discovery, and expression across authentic contexts including various disciplines, local and global issues, and life skills and experiences in order to enhance students’ independent transfer of their understandings to these contexts. 3. Planning with the UbD framework can lead to inquiry-based learning that aligns goals, assessment evidence and learning experiences that prepare students for transferring deep understanding of content/skills to authentic contexts. 4. Prior knowledge and experiences are necessary in order to learn new content and make curricular connections. 5. Content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving so information must be learned as contextual and changing.

Understandings Students will understand that… 1. 3-Students learn at different rates and in different ways. (P1.15) 2. 3-Flexible learning environments that includes exploration, discovery, and expression across content areas enhances student learning (P1.17) 3. 3-Students build understanding of new content and curricular connections using their prior knowledge and experiences. (P2.14) 4. 3-Deep learning is transferrable into authentic contexts. (P2.15) 5. 3-Content knowledge is not a fixed body of facts but is complex, culturally situated, and ever evolving. (P2.16) 6. 3-The UbD framework is useful for planning and implementation of inquiry-based units. (P3.18) 7. 3-Based on reflection and data, the teacher systematically adjusts instruction to meet learner needs. (P3.20) 8. 3-Deep understanding requires transfer of learning to various disciplines, local and global issues, and life skills/experiences. (P3.21) 9. 3-Effective instruction is thoughtful, purposeful, and intentional. (P3.23)

EDUC 342Essential Questions 7/2012 Knowledge & Skill 3 1. How do we modify and accommodate in order to Knowledge maximize written language learning for all 1. 3-How learners grow and develop cognitively, socially, Alignment with Workshop Topics Readings Assessed Tasks* Desired Results 1: Common Core  Narrative Texts ELA IA Core Evaluate a TG #3 (P2.12), #4 (P2.13), (1/8)  Opinion/Argument  Anchor Standards for student’s writing #14 (P4.10) Texts Writing compared to the IA  Informational Texts  Language Standards Core Standards UBI #5  Language Standards  Appendix A p 23-25, 28-31 (5%)  Appendix C:  Appendix C U #4 (P2.15), #5 (P2.16), #9 Samples of Student Classroom or (P3.23) Writing Suggested Reading: District Newsletter  Shared Pathways to the Common Column explaining EQ #7 Responsibility Core: Accelerating the Writing  Write Often – Achievement Ch 6-9 Standards in the K #1 (p1.4), #2 (P2.3), #3 Extended time (for 2012-2013 there will be a ELA Common Core (P2.4), #11 (P5.1) frames & Shorter narrated ppt introducing the (5%) time frames same concepts) S #1  Standards for ALL students  Learning Progression 2: Writing  Plan A Guide to the Writing Create a symbaloo TG #1(P1.7), #2(P2.10), Process &  Revise Workshop by Lucy Calkins with writing #5(P3.9), #6(P3.10), Writing  Edit (Heinemann) ch 6 resources. (5% #7(P3.11), #8(P3.12), Workshop  Publish “Management System” pages combined with #9(P3.15), #11(P3.17), (1/8)  Self-Assessment 43-54 WS3) #13(P4.9), #14(P4.10),  Management & (pdf available) #15(P4.13) Schedule UBI #1, #2, #4  Mini Lessons Mechanically Inclined by Jeff Create using a tech U #1(P1.15), #2(P.1.17),  Conferencing Anderson tool from given #3(P2.14), #4(P2.15),  Technology Tools Chapter 3: "Weaving Grammar options. Reflect. #7(P3.20), #8(P3.21), and Mechanics into Writer's (5%) #9(P3.23) Workshop" pages 27-42 EQ #1, #2, #3, #4, #5, #6. #7 Work with student TQ #1 “What I’ve learned from to write using a K #4(P3.2), #5(P3.4), Teachers of Writing” by Donald tech tool. Reflect. #6(P3.6), #7(P3.7), #8(P4.2), Graves (pdf available) (5%) #9(P4.4), #10(P4.5) S #3 http://www.readwritethink.org /professional- development/strategy- guides/implementing-writing- process-30386.html 3: 6+ Traits (2/8)  Description and Creating Writers: 6 Traits, Evaluate student TG #1(P1.7), #2(P2.10), Examples of Traits Process, Workshop, and writing using the #3(P2.12), #4(P2.13),  Connection to Literature Ch 1-7, 9-12 6+ traits rubric and #7(P3.11), #8(P3.12), Writers’ Workshop (This can be jigsawed or plan a lesson. #13(P4.9), #14(P4.10),  Assessment assigned in some other (10%) #15(P4.13)  Instructional Ideas manner.) UBI #1, #4 Essay connecting U #3(P2.14), #4(P2.15), ELA Common Core #7(P3.20), #9(P3.23) Nonfiction Mentor Texts by Writing Standards, EQ #2, #4, #6. #7

EDUC 342 7/2012 4 Writing Workshop, K #2(P2.3), #4(P3.2), Dorfman & Cappelli Chapters 2, Writing across #5(P3.4), #6(P3.6), #8(P4.2), 3, 7 (voice) Disciplines, and 6+ #9(P4.4),) Traits (5%) S

Additions to Symbaloo (5% combined with WS2) 4: Instruction for  Talk Alouds – Series of lessons, TG #1(P1.7), #2(P2.10), all Students Mentor Texts with #3(P2.12), #4(P2.13), (2/8)  Composing Think Nonfiction Mentor Texts by considerations for #5(P3.9), #6(P3.10), Alouds Dorfman & Cappelli Chapters 4, diverse needs, #7(P3.11), #8(P3.12),  Interactive Writing 5, 6 including at least a #9(P3.15), #10(P3.16),  English Language Talk Aloud, #12(P4.7), #13(P4.9), Learners The Nuts and Bolts of Teaching Composing Think #14(P4.10), #15(P4.13)  Struggling Writers Writing by Lucy Calkins ch 7 Aloud, and one UBI #1, #2, #3, #4  Assessment “Supporting English Language other lesson within U #1(P1.15), #2(P.1.17), (Standardized & Learners” (Heinemann) the context of a #3(P2.14), #4(P2.15), Grading) (pdf available) conceptual unit. #6(P3.18), #7(P3.20), (15%) #8(P3.21), #9(P3.23) EQ #1, #2, #4, #6. #7 Develop and teach K #4(P3.2), #5(P3.4), an interactive #6(P3.6), #7(P3.7), #8(P4.2), writing lesson with #9(P4.4), #10(P4.5) real student(s) or a S classroom scenario. (5%)

5: Writing  Plagiarism Creating Writers: 6 Traits, Grammar, Usage, TG #1(P1.7), #2(P2.10), Mechanics  Grammar and Usage Process, Workshop, and and Term Exam #5(P3.9), #7(P3.11), (2/8) Rules Literature Ch 8 (5%) #8(P3.12), #12(P4.7),  Teaching in Context #13(P4.9), #14(P4.10), Mechanically Inclined Ch1-4, Analyze student #15(P4.13) jigsaw Part II Sections 1-6 writing to plan UBI #1, #4, #5 conference and U #1(P1.15), #3(P2.14), lesson related to #4(P2.15), #5(P2.16), language usage #7(P3.20), #8(P3.21), (10%) #9(P3.23) EQ #1, #2, #4, #6. #7 K #2(P2.3), #4(P3.2), #5(P3.4), #6(P3.6), #7(P3.7), #8(P4.2), #9(P4.4), #10(P4.5) S #2 * The percent listed by each assessment task is the weighting of that task in relation to the total grade. The final exam is worth 10% and 15% may be assigned by individual instructors for other assignments.

COURSE POLICIES: Make up Policies:

EDUC 342 7/2012 5 Attendance/Tardiness: Class Participation: Grading Policies: It is generally advisable to have no more than 10% of the grade based solely on attendance. Class participation can make up a greater percentage of the grade. Final Grade: 93% A 90% A- 87% B+ 83% B 80% B- 77%. C+ 73% C 70% C- 60% D Below 60% F

Late work will be accepted at the discretion of the instructor, and if accepted, a point penalty may apply.

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EDUC 342 7/2012 6  Hours: Monday-Friday 7 AM to 11 PM (CST), Saturday-Sunday 3 PM to 11 PM  Phone: 1-712-749-2FIX (2349) Toll Free: 1-800-248-4462  Email: [email protected]  Web Form: BVU Support Desk  Website: http://2fix.bvu.edu

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