Writing in the Elementary School
Course # TED 4410
Fall, 2012
Sept. 14, 21st, Oct. 19, 26, Nov. 9, 16th
COE Vision
The College of Education is a premier learning
community of teachers, leaders, and counselors
who contribute positively to a global society.
Professor of Record: Barbara Frye, Ph.D
Instructor: Gregory Denman
COE Mission
The College of Education prepares skilled
professionals who inspire excellence and create
transformative change in the schools and
communities in which they serve.
To this end we:
♦ Enhance scholarship, achievement, and
service through collaborative partnerships,
♦ Promote and model innovative, ethical, and
research-based practices, and
♦ Embrace inclusion and social justice.
COE Goals
♦ Ensure high quality preparation of education
and counseling professionals
♦ Engage in research-based inquiry and
practice
♦ Embrace diversity through action
♦ Proactively collaborate with the community
♦ Provide continual professional growth
opportunities
♦ Infuse and enhance the use of technology
COE Motto
Creativity
Opportunity
Excellence
Office: none
Phone: (719) 599-5505
E-mail: gdenman@uccs.edu
gregcolo@comcast.net (home office)
Office Hours: None: see instructor for a conference
Required Textbook: Writing in the Elementary School Classroom
Packet
Additional Resources (or Recommended Textbooks):
Calkins, L. (1994). The Art of Teaching Writing. Portsmouth, NH:
Heinemann.
Dorn, L. & Soffos, C. (2001) Scaffolding young writers: A writer’s
workshop approach. Portland, ME: Stenhouse Publishers.
Spandel, V. & Stiggins, R. J. (1997). Creating writers.
New York, NY: Longman.
Tompkins, G. E. (2006), Language arts essentials.
Upper Saddle River, NJ: Pearson.
Tompkins, G. E. (2004). Teaching writing balancing process and
product. Upper Saddle River, NJ: Pearson.
Office Hours
8:00am-5:00pm M-F
Contact
Phone: 719-255-4996
Fax:
719-255-4110
1420 Austin Bluffs Parkway
Colorado Springs, CO 80918
http://www.uccs.edu/~coe/
Ray, K.W. (1999). Wondrous Words: Writers and Writing in the
Elementary Classroom. Portsmouth, NH: Heinemann.
Useful Websites:
Writing Instruction
http://its.leesummit.k12.mo.us/writing.htm
http://www.nwp.org/cs/public/print/resource/922
http://www.unc.edu/depts/wcweb/handouts/paragraphs.html
Writing Difficulties
http://www.pbs.org/wgbh/misunderstoodminds/writingdiffs.html
RTI and Differentiation
http://www.literacyleader.com/?q=balancelit
Course format:
This course consists of lectures and whole class discussions; journaling and small group sharing;
in-class activities and assignments; on-site assignments with short in-class presentations; and key
assignments posted on TaskStream.
Course Overview:
TED 441 is the first writing methods course taken by teacher candidates. The purpose of the
course is to provide an overview of a comprehensive writing program in the elementary school
setting. Students will possess a degree of knowledge and confidence to effectively teach writing
and will create and implement Colorado Academic Standards based lessons for their use in their
Professional Development School (PDS) setting.
Course Expectations:
1. Enrolled students are in the Teacher Education Program at UCCS in order to become a
professional teacher. Attendance and on-time behaviors will be noted by the instructor. It
is the expectation for this class that teacher candidates will consistently be on time and in
attendance. Life events are unpredictable. If a student is legitimately unable to attend
class, the instructor asks that they please email him.
2. Participation and collaborative learning will be a tool through which students will clarify, refine,
and apply their knowledge that they have gained from individual reading, study, and reflection.
Effective collaboration occurs when all participants contribute thoughtfully and equally to the
discussions and activities. Participation in this class through reading, writing, and sharing is
valued and essential. Class preparation includes a careful, reading of assigned materials
(when appropriate) ahead of time in order for students to bring thoughtful questions and
insights to the class discussions. Completion of required readings and assignments, and
participation in class discussions and activities is expected, and is indicative of
candidates’ professional attitude and behavior. It is the student’s responsibility to get any
information missed due to an absence.
3. Unexcused absences will result in a lowering of a student’s grade. Attendance will be
taken at each class session. Since the class meets only for five to six sessions, absences
will reflect upon students’ grade accordingly. At the instructor’s discretion unexcused
absences will result in the final grade being reduced by 15% (per absence) unless excused
by the TELP director.
4. If a student arrives late to class, it is their responsibility to see the instructor after class so
that it will not be counted as an absence. Also, at the instructor’s discretion repeated
tardiness will result in a lowering of a student’s grade.
5.
Weather/Snow Closure: We will only cancel class if the university closes.
Course Objectives:
As a result of participating fully in the experiences of this course, teacher candidates will:
1. Have a foundational knowledge about the development of writing skills. (INTASC 1,
NETS 2, CPBST: 5.01.4, CTQS 1, 3: Element c)
2. Understand Colorado literacy and writing standards and their application in the
elementary school setting. (INTASC 1 & 6, NETS 2, CPBST: 5.01.5, CTQS 1: Elements
a and d)
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3. Understand and know how to teach students the engage effectively in the writing processplanning, composing, revising, and editing of written products. (CPBST: 5.01.4 – G,
CTQS 1: Element b, 3: Element c)
4. Will possess the skills and knowledge to teach and encourage students to use standard
forms of communication (e.g., correct grammar, sentence structure, capitalization,
spelling, etc.) (CPBST 5.01.4 – H, CTQS 1)
5. Will possess the skills and knowledge to teach students how to organize or structure
writing effectively (e.g., introductions, well-constructed paragraphs, conclusions,
transitions). (CPBST 5.01.4 – I, CTQS 1, 3: Element c)
6. Will possess the skills and knowledge to teach students to write effective narratives,
expository/explanatory pieces, and persuasive texts that develop a central idea with
consideration of diverse audiences. (CPBST 5.01.4 – J, CTQS 1)
7. Will possess the skills and knowledge to teach students to adjust their writing for the
needs of various audiences and communication contexts (including using appropriate
formal, informal, literary, or technical language. (CPBST 5.01.4 – K, CTQS 1)
8. Will possess the skills and knowledge to teach students how to develop clarity, quality of
explanation and expression, descriptiveness, and elaboration when writing. (CPBST
5.01.4 – L, CTQS 1)
9.
Will possess the skills and knowledge to analyze children’s writing for phonological,
othrographic, syntactic, and semantic patters and plan instruction based on this analysis.
(CPBST 5.01.4 – M, CTQS 1, 3: Element c)
10. Will possess the skills and knowledge to teach students how to employ technologies to
facilitate their writing and research. (CPBST 5.01.4 – N, CTQS III Element d)
11. Have a working knowledge of strategies for integrating the teaching of writing across the
entire curriculum. (INTASC 3, NETS 2, CPBST: 5.01.4, CTQS 1 Elements c and d)
12. Have a working knowledge of strategies for differentiating instruction for the diversity of
learners within the classroom. (INTASC 2, 3, 6, 7, NETS 2, CPBST: 5.01.1, CTQS II:
Elements a, b, c, and d)
Accreditation Standards:
1. As a result of participating fully in the experiences of this course, students will be able to:
2. Identify the developmental acquisition of writing skills for elementary students.
(INTASC 1)
3. Identify local, state, and national expectations for writing achievement and instruction.
(INTASC 6, NETS 2)
4. Apply instructional strategies for teaching writing to students with diverse backgrounds,
languages, and needs. (INTASC 2)
5. Apply instructional strategies for teaching writing across the curriculum. (INTASC 3)
6. Apply instructional strategies for integrating children’s literature into the teaching of
writing. (INTASC 4)
7. Evaluate writing. (INTASC 7)
8. Develop a personal plan for teaching writing. (INTASC 8, NETS 5)
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9. Develop website resources that supports the teaching of writing in the elementary school
and students with special learning needs including ESOL students. (INTASC 2,5 NETS
2)
Technology Competencies: It is expected that students begin our program with foundational
technology skills that include digital word processing, digital and online formats (e.g.
Blackboard) and using online research databases. Knowledge of the use of technology-supported
multimedia, such as PowerPoint and other audio/video resources, is expected. Students who need
assistance with building technological skills should speak with their professor to learn about
technology resources in the COE and at UCCS.
Using your UCCS email account is a requirement of this course due to digital delivery of course
content. All students must obtain a UCCS email address and check it regularly (every day) so as
not to miss announcements. If your UCCS email address is not your primary one, please have
emails from UCCS rerouted to the one you check daily.
Attendance, Preparation, and Participation: Students are expected to maintain high standards
of ethical and professional conduct. This includes attending class, being adequately prepared,
contributing to class discussions, submitting high caliber work and representing your own work
fairly and honestly. As an important member of a classroom community, attendance and
punctuality is mandatory. You must actively engage in class and group work to maximize your
learning in this course.
If you must miss a class, please inform the professor by phone or email prior to class. It is the
responsibility of the student to obtain course information that is missed during the absence.
Unexcused absences will result in a lower grade.
Professional Behavior:
Professional behavior is necessary for you to be a successful member of a learning community.
Please monitor your participation in class discussions and group work and find ways to
contribute intelligently to the discussion without silencing others. All written assignments must
be computer generated unless otherwise indicated by the professor. Professional behavior will be
expected in your future teaching/counseling career and is often the hallmark of career success.
Diversity Statement: The faculty of the College of Education is committed to preparing
students to recognize, appreciate, and support diversity in all forms – including ethnic, cultural,
religious, gender, economic, sexual orientation and ability – while striving to provide fair and
equitable treatment and consideration for all. Any student who believes that he/she has not been
treated fairly or equitably for any reason should bring it to the attention of the instructor,
Department Chair or the Dean of the College of Education.
Accommodations: The College of Education wishes to fully include persons with disabilities in
this course. In compliance with section 504 and the Americans with Disabilities Act (ADA),
UCCS is committed to ensure that “no otherwise qualified individual with a disability … shall,
solely by reason of disability, be excluded from participation in, be denied the benefits of, or be
subjected to discrimination under any program or activity…” If you are a student with a
disability and believe you will need accommodations for this class, it is your responsibility to
contact and register with the Disabilities Services Office, and provide them with documentation
of your disability, so they can determine what accommodations are appropriate for your
situation.
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To avoid any delay in the receipt of accommodations, you should contact the Disability Services
Office as soon as possible. Please note that accommodations are not retroactive and disability
accommodations cannot be provided until a “Faculty Accommodation Letter” from the
Disability Services office has been given to the professor by the student. Please contact
Disability Services for more information about receiving accommodations at Main Hall room
105, 719-255-3354 or dservice@uccs.edu .
Military Students: Military students who have the potential to participate in military activities
including training and deployment should consult with faculty prior to registration for any
course, but no later than the end of the first week of classes. At this time, the student should
provide the instructor with a schedule of planned absences, preferably signed by the student's
commander, in order to allow the instructor to evaluate and advise the student on the possible
impact of the absences.
In this course, the instructor will consider absences due to participation in verified military
activities to be excused absences, on par with those due to other unavoidable circumstances such
as illness. If, however, it appears that military obligations will prevent adequate attendance or
performance in the course, the instructor may advise the student to register for the course at
another time, when she/he is more likely to be successful.
Student Appeals:
Students enrolled in programs or courses in the College of Education may access the COE
Appeal/Exception Form at:
http://www.uccs.edu/Documents/coe/studentresources/AppealsForm2009.pdf. This form is to be
used for an appeal when a student is:
(1) denied admission to professional education program
(2) denied permission to student teach or complete professional internship
(3) removed from a professional education program or internship
(4) denied permission to graduate due to missing requirements
(5) requesting an exception to specific policies, procedures, or requirements
(6) requesting a grade change
This form is not to be used for requests to take classes out of sequence or to take a class without
the proper prerequisites. Such requests should be initiated with the department chair.
UCCS Student Code of Conduct:
The purpose of the Student Code of Conduct is to maintain the general welfare of the university
community. The university strives to make the campus community a place of study, work, and
residence where people are treated, and treat one another, with respect and courtesy.
http://www.uccs.edu/~oja/student-conduct/student-code-of-conduct.html
UCCS Student Rights and Responsibilities:
http://www.uccs.edu/orientation/student-rights-and-responsibilities.html
UCCS Academic Ethics Code:
http://www.uccs.edu/Documents/vcaf/200-019%20StudentAcademic%20Ethics.pdf
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Assignments (Graded Activities)
Written Assignment Criteria
Assignments must word processed and double-spaced in a professional manner (on clean, white, unlined
paper). Special attention must be given to the following:
APA Formatting
Grammar, punctuation, spelling
Sentence and paragraph structure
Tense and parallel usage
Organization, neatness, and content knowledge
Resubmission of Assignments Policy
Resubmission of assignments will be accepted in TELP methods course work only if the original
assigned grade falls below the B- level. The highest possible assigned grade for significantly improved
resubmitted work will be a B-. This policy is consistent among and between all faculty members in the
Teacher Education Program at the University of Colorado at Colorado Springs. In this 1-hour course one
and only one assignment with a grade lower than a B- may be resubmitted for a better grade.
Late Policy
Assignments (including in-class assignments) will be due on the designated date as specified by the
instructor. At the instructor’s discretion assignments received later than the due date can be penalized.
In-Class and On-Site Assignments
In addition to the following formal course assignments, students will be expected to do shorter tasks in
class and at their PDS sites. Some of these assignments/tasks will be presented in class and some will
only be turned into the instructor. The instructor will also look at students’ notes as the end of the course
to see that they have organized and referenced the major concepts addressed in class and have them in a
format that will effectively serve them as student teacher. An evaluation of these notes and assignments
will be reflected as a part of students’ attendance and participation grade. Possible 25 points: (10 points
for on-site assignments and 15 points for Notes evaluations).
Formal Assignments
1. Website Resources (CPBST: 5.01.4 N) 10 possible points
Each student is expected to find and evaluate five high quality websites that support writing curriculum
and students with special learning needs. At least one of these websites must be a 6 Trait website. List the
URL then below the URL in a short summary discuss:
1) how you could use the website as a teacher (2 points)
2) students for which it will apply (2 points)
3) useful tools included, sponsor/organization/author of the site (2 points)
4) modifications for special learning needs students (2 points)
5) a critique of the website; what works and what doesn’t (2 points).
Notes:
Website Review
10 possible points (CPBST: 5.01.4 N) (Multiply score by 2)
6
0
1
2
Lists more than one URL
URL
No URL
Lists URL
Use
Description of website is
limited or non-existent
No identification as to
educational legitimacy of
website
Not Present or superficial
Describes ways in which a
teacher could use the website
Lists organization, author, or
sponsor of website
Inadequate critique
Discusses why site is a quality
resource
Sponsor
Modifications
for
Differentiating
instruction
Critique
Describes how the site presents
ideas or modifications for some
basic differentiation.
Describes in detail ways in which the website
can be used for instructional purposes
Lists organization, author, or sponsor of
website and gives a justification for its
educational legitimacy.
Describes how the site presents ideas or
modifications for a variety of different
learning needs.
Gives a sound rationale as to why this site is
high quality and useful to a classroom
teacher
2. Plan for Teaching Writing 25 possible points (Standard: 5.01.4 G, H, I, K, N)
Individually students will prepare at least a three to five page paper describing their “ideal” plans and
goals for teaching writing. In the paper students will need to consider how they will address the needs of
all students. The plan should be specific about what (content) and how (methodology) they plan to use in
teaching writing. They must have, at least, two references to support their thinking and design.
References must be cited in APA format. This assignment will be emailed as a word document to the
instructor.
A strong plan would include discussion of ideas such as these:
Learning environment: How will the classroom be organized to make it conducive to learning to write?
Motivation of students: How will instruction be designed to excite and motivate students?
Instructional methodologies: How will lessons be designed to ensure that students learn:
• about the writing process
• to use standard forms of communication – e.g. grammar, sentence structure and mechanics
• to effectively organize and structure writing
• to adjust writing to communicate effectively with a variety of audiences
• how to use technology for their writing and research
Notes:
Category
Format (2)
0 Needs Improvement
Plan is incorrectly
formatted.
Organization (6)
No logical sequence or
presentation of ideas.
Content (8)
Plan inadequately
addresses and develops
essential elements and
issues about teaching
writing.
1 Proficient
Plan is almost correctly
formatted, but one or
more characteristics is
incorrect (eg. cover
page, citations)
Adequate sequence and
logical presentation of
ideas (introduction,
body, and conclusion).
Insufficient elaboration
of major ideas.
Plan only partially
addresses and develops
essential elements and
issues about teaching
writing. Includes fewer
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2 Exemplary
Plan is correctly
formatted with no
missing or incorrect
characteristics.
Effective sequence and
logical presentation of
ideas with sufficient
elaboration of major
ideas.
Plan effectively
addresses and develops
essential elements and
issues about teaching
writing. Includes and
Mechanics (4)
References (4)
Many errors in
conventions hindering
the reader’s
understanding.
None or incorrectly
cited
than four of the key
concepts discussed in
class.
Convention errors are
noticeable, but don’t
hinder the reader’s
understanding.
One reference correctly
cited
develops four or more
key concepts presented
in class.
Majority of
conventions are
correctly used.
Two references
correctly cited
3. Lesson Plans: Key Assignments: (40 points) 20 points per lesson plan
Students will develop a primary 6-Trait, Plus 1 lesson plan for teaching the trait of ideas, fluency, voice,
or word choice. The lesson must integrate authentic children’s literature and include a rubric for
measuring student learning. A second PDS lesson will be developed which has intermediate level
students writing in a non-language arts area. This lesson can be a descriptive, comparative,
informational/explanatory, or persuasive piece, but needs to tie directly into existing curriculum.
Narrative should not be used with this lesson. The lesson plan also needs to have an evaluation
component. These lesson plans have been identified as the key assignment and will need to be uploaded
on TaskStream.
SCORING RUBRIC FOR WRITING LESSON PLANS
Indicator Not Met (0)
•
Not based on a
skill or strategy
•
Tells students what
to do, but does not
provide support
(modeling, guided
practice, etc.) for
them to be
successful.
Students’ grasp of
content material is
not likely to
improve as a result
of the activity.
•
Does not provide a
rubric
•
Many sections in
TaskStream
template are blank
or contain only
cursory
information.
Indicator Partially Met (1) X 10
Implies a skill or strategy
Describes what students
should do, but does not
provide enough support (i.e.
info about why, how or when
to use the strategy) for them to
do so independently. Most
sections in TaskStream are
complete. Differentiated
Instruction field fails to
address one or more
subgroups.
•
Provides a 6 Trait Rubric, but
is not well conceived and does
not directly assess the
objectives of the lesson.
•
Intermediate lesson addresses
writing in a content area other
than language arts.
•
•
•
•
•
•
•
Indicator Fully Met (2) X 10
Teaches and/or reinforces specific primary
or intermediate writing skills or strategies
(e.g. ideas, fluency, voice, or word choice.)
Shows students not only what to do but
also why, how, and when (explicit
teaching).
All sections in TaskStream lesson plan
template are completed thoroughly and
thoughtfully. Differentiated Instruction
field addresses students with disabilities,
students from culturally and linguistically
diverse populations, and high-achieving
students.
Provides a well-structured 6 Trait Rubric
and which assesses the objectives of the
lesson.
Intermediate lesson effectively strengthens
writing in a content area other than
language arts.
Notes:
Evaluation
Attendance plus
In class and on site
assignments
Website Project
Teaching Writing Plan
PDS Lesson Plans (2 X 20)
94 – 100 = A
90 – 93 = A85 – 89 = B+
80 – 84 = B
75 – 79 = B70 – 74 = C+
20 pts.
10 pts.
30 pts.
40 pts.
8
100 points possible
Course Schedule
Literacy
Standards
and Course
Objectives
Topic or Content
Class Activities and Assignments
Session #1
Standard
5.01.4 G
Course
Objective: • Introductions, Expectations, and Syllabi
1, 2, 3
• History of Writing Assessment: From
“National at Risk” through to
Colorado’s adoption of “Common
Core State Standards”
• Writing as a Process (practice with
examples of pre-writing strategies)
• Class Discussion: Do you remember
being taught writing? Do you
consider yourself a “good writer”?
Why or why not? (This is an
important discussion as research
suggests that teachers often consider
themselves good readers, but are
unsure of themselves as writers.)
• Overview of commonly Used Writing
Programs:
-­‐
6-Trait Writing
-­‐
Step Up To Writing
-­‐
Writing Alive
-­‐
Write Tools
Presentations (Power Points & Lectures):
• State of the art of writing and writing
assessments
• Introduction of the Writing Process–
Explain the writing process (planning
or rehearsal, composing or drafting,
revising, editing, and publishing or
sharing). – overview of the
scientifically-based research that led
to teaching writing as a process.
Flower, Linda, and John R. Hayes. "A
Cognitive Process Theory of Writing."
College Composition and Communication.
32:4 (December 1981): 365-87.
Bereiter, Carl, and Marlene Scardamalia.
"Levels of Inquiry in Writing Research."
Research On Writing: Principles and
Methods. Peter Mosenthal, Lynne Tamor,
and Sean A. Walmsley, eds. New York:
Longman, 1983. 3-25.
In- Class Assignment: Writing Activity –
“Who, Where & Why” – Primary Narrative
Writing- highlighting the Writing Process
On-Site PDS Assignment: Working with
your site cohort conduct a survey of the
writing instruction at your PDS site. Interview
not only your clinical teachers, but also
literacy coaches and interventionists. Use
these questions as a starting point. Your
cohort should be prepared to present a short
summary of your survey at our next session.
! Tell me about writing instruction at this
building? What program(s) are used?
What professional development or has
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been provided?
! What resources are available? What
professional books are in the library?
(Bring copies and/or titles to share)
! We are going to be looking at the 6-Traits of
Writing…what can you tell me about
how or if you use them in your
classroom.
! What does the “writing process” look
like in your classroom? (primary and
intermediate)
! Can you show me the pre-writing
strategies that you have your students
use?
! Are there ways that you celebrate and
publish what your students write?
! What didn’t I ask you that I should
have to be better prepared to
effectively teach writing when I get in
the classroom?
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Literacy
Standards
Topic or Content
Class Activities and
Assignments
Session #2
5.01.4 G,
H, I, and
L, N
Course
Objective:
3, 4, 5, 8,
12
Class Activity: Teacher candidates (TCs)
will present the results of their surveys about
writing instruction at their PDS sites.
Similarities and differences will be discussed.
•
PDS Site Writing Surveys
•
Components of a Writer’s
Workshop
•
Development of 6-Trait and 6Trait assessment of student
writing
•
Use of 6-Trait Rubrics
•
Primary model lesson with 6Traits of Writing
•
Differences between narrative
and expository writing
•
Closer look at Step-Up to Writing
Class Presentations (Power Point &
Lecture):
• Components a Writer’s Workshop
• The 6 Traits and 6 Traits Plus One &
Rubrics
• 6-Trait Lessons
• 6- Trait Websites
• Differences between narrative and
expository writing
• Primary Informational/explanatory
(expository) paragraphs (CCSS)
• Step-Up to Writing
Model 6 Trait Lesson
6 Traits plus 1 Rubric
Interactive 6 Trait Website with Examples
In-Class Activity: TCs will work in pairs and
score sample student writings using a 6 Trait
Rubric. Attention will be focused on
organization (e.g. Introduction, wellconstructed paragraphs, conclusions,
transitions), editing for correct grammar,
sentence structure and conventions, clarity,
quality of explanation and expression,
descriptiveness, and elaboration.
Website Assignment - (5.01.4 N) (Formal
Assignment 1): Visit five websites. At least
one needs to be a 6-Traits of Writing
website.
Key Assignment Explanation: Primary 6Trait lesson integrating a piece of children’s
literature. To be posted on TaskStream.
Literacy
Standard
Topic or Content
Class Activities and Assignments
5.01.4 M
Course
Objective:
Session #3
•
Presentation (Power Points & Lecture):
• Mini-Lesson: Using Transition Words
effectively
Model Mini-Lesson: Use of
transition words
11
1, 9
•
Primary Writing Continuum
•
•
Writing in Science (observations,
comparisons, cause and effect,
and “how” and “why”
explanations)
•
•
•
Discipline-specific vocabulary
Introduction of the Primary Writing
Continuum
Scientific writing
Discipline-specific vocabulary
In-Class Activity: TCs will work
independently and in small groups to work
with four types of sentences/paragraphs:
! Observations
! Compare & contrast
! Cause and effect
! How and why explanations
On-Site PDS Assignment:
1. PDS Assignment: Working with your PDS
cohort members talk to clinical teachers and
science coaches about the writing that is
done in science at your site. Your cohort will
make a short presentation at the next class
session.
2. Working with at your site either
independently or with a partner fill out one
Word Mastery sheet for a science concept
or process from your curriculum.
Topic or Content
5.01.4 B, M,
J
•
•
Course
Objectiv
e:
Class Activities and Assignments
Session #4
Class Activity:
•
Different purposes in writing and
different types of writing-across the
curriculum
1. Each PDS site will make a short
presentation on the writing that is done at
their site in reference to science.
•
Using graphic organizers with
students
2. TCs will share examples of their
completed Word Mastery sheets.
•
Writing in math: why and how
•
Mathematical snapper-clappers
•
Using cues within your student
prompts
Class Presentations (Power Point &
Lecture):
• Writing for different purposes and
different types of writing
• Using graphic organizers with
students
• Writing in Mathematics
• Primary Informational/explanatory
(expository) paragraphs (CCSS)
•
Key Assignment Explanation: Intermediate
lesson plan/ writing lesson in a non-language
arts class. To be posted on TaskStream.
1, 6, 7,
11
12
In-Class Activity:
•
Persuasive Writing; Teacher
candidates will work in pairs to write
a persuasive piece. When
completed - pairs will swap and
score the papers using the rubric for
scoring persuasive writing.
•
Writing mathematical snapperclappers..shared in class.
On-Site PDS Assignment:
1. With your site cohort members (or solo if
you prefer) take a look at your school’s or
individual classroom’s Social Studies
curriculum pick one topic or unit. Write
writing prompts for each of the different
purposes of writing for. Make sure to use
“prompt cues.”
Literacy
Standard
Topic or Content
Class Activities and Assignments
5.01.4 B, J,
K, N
Course
Objective:
1, 6, 7, 8,
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Session #5
•
Developmental stages of writing
•
Picture books and story frames
•
Daily modeled writing
•
Poetry in the classroom
•
Use of a rhyming jug
Class Activity: Pairs or individuals will share
with a Social Studies topic and examples of
writing prompts for each of the different
purposes of writing.
Class Presentations (Power Point &
Lecture):
• Developmental stages of writing
• Use of story frames with picture
books
• Daily modeled writing (video)
• Poetry: Tools of the Wordsmith
Cass Activity: Writing poetry: People
Pattern Poems.
Key Assignment # 2-Prepare a three to five
page paper describing your “ideal” plans and
goals for teaching writing. You will need to
consider how you will address the needs of
all students. The plan should be specific
about what (content) and how (methodology)
you plan to use in teaching writing. You
must have, at least, one reference to support
their design. References must be cited in
APA format. A strong plan would include
discussion of ideas such as these:
Learning environment – How will the
classroom be organized to make it conducive
to learning to write?
Instructional methodologies – How will
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lessons be designed to ensure that students
learn? Motivation of students – How will
instruction be designed to excite and
motivate students?
:
• about the writing process
• to use standard forms of communication
– eg., grammar, sentence structure and
mechanics
• to effectively organize and structure
writing
• to adjust writing to communicate
effectively with a variety of audiences
• to use technology for their writing and
research
This is a KEY assignment and will need
to be posted on TaskStream.
On-Site PDS Assignment:
Find a short picture book and be prepared to
share it with the class and show one story
frame paragraph you developed for the story.
Session # 6
Session # 6 will have students sharing the picture books and examples of story frames that they could
use with each in small groups. They will have brought to class their notes from the class for the
instructor to look over and evaluate. Any topics or items from the course content not completed will be
addressed at this last session.
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