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State University of New York
Graduate School of Education – Fall 2014
LTRC 516 “Writing Instruction and Literacy for the Content Areas”
7:25 – 9:50 PM
Monday, September 5 – December 8
Classroom: AB 124
Instructor: Jackie Visser jvisser@binghamton.edu
Office: AB-130C Office: 777-5070
Cell: 607-262-0346
Office Hours: By appointment any time or Monday and Tuesday 2:00 – 4:15
Description: This course provides an overview of current literacy theory, research, and practices in
writing. The focus is on writing instruction and its integration of language and literacy with the content
areas and literature. Teachers develop competence in literacy pedagogy by experiencing the writing
process in reading and writing workshop, and designing a unit of study for a group of diverse learners that
is informed by the Common Core State Standards (2010). Required fieldwork is 5 hrs.
Environment: The Graduate School of Education is committed to serving all enrolled students in a
respectful and intellectually stimulating atmosphere. In return, it is expected that each of you will honor
and respect the opinions and feelings of your fellow students. If you have concerns that this atmosphere is
not being upheld, please contact me immediately.
Accommodations: Any student with a disability may request accommodations by notifying me by the
second week of class. You may also contact the Office of Services for Students with Disabilities (SSD) at
777-2868 (UU 119). This office makes recommendations about necessary and appropriate
accommodations based on specifically diagnosed disabilities and treats this information confidentially.
Electronic Devices: In keeping with a respectful class environment, please turn off all electronic devices
during class time, unless you have explicit permission. If you have urgent circumstances, please talk with
me before class.
Blackboard & Technology: Handouts are posted on Blackboard. You can email classmates and take part
in discussions there. You will need a BU ID to access Bb and online journals from the library. You can
print 50 pages per week free in any campus computer pod.
Academic Honesty: All members of the BU community are responsible to maintain and foster an
atmosphere of academic integrity. This requires that all classroom, laboratory, and written work for which
a person claims credit is in fact that person’s own work. The annual university Student Handbook
publication has detailed information on academic integrity. BU has a license with Turnitin.com for faculty
review of potentially plagiarized papers and projects. “Students assume responsibility for the content and
integrity of the academic work they submit. Students are in violation of academic honesty if they
incorporate into their written or oral reports any unacknowledged published or unpublished or oral
material from the work of another (plagiarism); or if they use, request, or give unauthorized assistance in
any academic work (cheating).” (GSE Academic Honesty Policies). Plagiarism, cheating or unethical
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behavior such as handing in the same or slightly altered assignment for two courses will not be tolerated.
Incidents of these types will result in a failing grade for the assignment/s in question, and will have a
negative effect on the final grade. If you have questions about what constitutes plagiarism, go to
http://writingcenter.binghamton.edu/handout.html.
Student Grievances: The Graduate School of Education outlines procedures if you have a grievance
about a course grade. The first step is to contact the instructor to discuss your concerns. If you have any
questions or concerns about how I have graded your work, please arrange to meet with me.
Required Texts/Website:
Literacy Design Collaborative http://www.literacydesigncollaborative.org/
Fountas, I .& Pinnell, G. (2012) Genre Study, Teaching with Fiction and Nonfiction Books. Portsmouth,
NH: Heinemann.
McCarrier, A., Fountas, I,, & Pinnell, G. (2000) Interactive Writing, How Language & Literacy Come
Together, K-2. Portsmouth, NH: Heinemann
Other Resources:
Cunningham, P. M. & Cunningham, J. W. (2010). What really matters in writing: Research based
practices across the elementary curriculum
Fletcher, R., & Portalupi, J. (2001). Writing workshop: The essential guide. Portland, ME: Stenhouse.
Graham, S., MacArthur, C. A., & Fitzgerald, J. (2013). Best practices in writing instruction, 2nd ed. New
York: Guilford.
Lapp, D., & Moss, B. (2012). Exemplary instruction in the middle grades. (Ch. 9-14). New York:
Guilford.
Portalupi, J., & Fletcher, R. (2001). Craft lessons: Teaching information writing K-8. Portland, ME:
Stenhouse.
www.readingonline.org (an electronic journal of the IRA for K-12 educators)
Course Goals:
 Examine, explore and develop personal writing practices and skills.
 Appreciate the power of literacy and effective written communication.
 Explore the writing process and role of spelling, grammar and handwriting in literacy and learning.
 Demonstrate understanding of writing and content area learning for students with diverse needs.
 Analyze the CCSS and Engage NY and use this understanding to generate lessons that reflects best
practices in writing and content area learning.
 Explore current technology for developing students' research skills, writing and learning.
 Experience the constructive nature of learning by participating in cooperative groups and instructional
strategy simulations.
 Develop a thematic unit integrating literacy and a content area for an appropriate grade level that
demonstrates knowledge and understanding gained from class readings, discussions and simulations.
Your Goals:
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Assignments & Requirements:
1. Field Work (5 pts.)- CHOOSE TWO
 Observe writing instruction in a classroom of your choice and document with a 3-2-1 prompt : 3
things you learned, 2 questions you have & 1 way you can apply what you learned to your own
teaching and/or learning. Bring to class and share.
 Administer the writing interest inventory to two students with different successes in writing but
similar grade levels. Bring a sample of their writing to class if possible. Be prepared to describe
these two students to us.
 Interview teachers or administrators about your presentation topic and include that information in
your presentation.
 Some great idea of your own that involved collecting information related to this course in an
elementary school setting.
2. Integrated Unit (35 points)- With 2-3 classmates, develop a 3-4 week unit/module which includes
lessons around an important science or social studies theme that integrates the Common Core State
Standards, appropriate NYS standards, and reading, writing, vocabulary, technology, speaking and
listening strategies. Use the Literacy Design Collaborative structure for the module. A scoring rubric
will be provided.
2. Class readings/Responses (15 points) – Respond to prompts that will be provided. Use your writer’s
workbook and be prepared to share in class.
3. Presentations (20 pts.) – With a partner, prepare a presentation for the class on one of the following
topics: grammar, spelling, penmanship/handwriting, or technology. To prepare for the presentation
gather questions and concerns from the class then use scholarly readings and observations about
current practice to inform classmates about best practice. A scoring rubric will be provided.
4. Personal Writing (10 pts.) – Using your writer’s notebook complete the personal writing assignments
and be prepared to share in class.
5. Completed Writer’s Notebook (15 pts) – Hand in your writer’s notebook which will be developed in
class. The notebook will contain your personal writings, materials for a poetry unit, reader responses
to assigned readings, notes from observations, and other materials assigned in class.
Grades: 94-100 A, 90-93 A-, 86-89 B+, 83-85 B, 80-82 B-, 76-79 C+, 73-75 C, 70-72 C-, below 70 F.
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Tentative Schedule
Date
Week 1
9/8
Week 2
9/15
Week 3
9/22
Topic
Introduction &
Syllabus
 Why writing
 Genre study
 Process writing
 Introduce LCD
unit planning
 Common Core
 Engage NY
 more about LCD
Readings to do before class
In Class – Chapter 1 of Writing Workshop,
the Essential Guide. (will be provided)
Genre Study, Chapter 1 & 2
Genre Study, Chapters 3-5
Assignment Due
-
Form Unit Groups and work
time
Analyze Engage NY genre
Week 4
9/29
Week 5
10/6
Week 6
10/13
Week 7
10/20
 Quality writing
programs in
balanced literacy
programs
 Beginning
writing
 Interactive
writing
 Inquiry in genre
study
 Stages of writing
Genre Study, Chapter 6 and skim chapters
7-9
Interactive Writing, Chapters 1-4
 Interactive
writing
 Sharing the pen
 How to make the
teaching focus
decisions
 Analyze nonfiction texts
Interactive Writing, Chapters 5 – 8
Genre Study, Chapter 10 & 11
Unit subject, task, grade level
determined
Spelling Presentation
Technology Presentation
Text set for unit
Week 8
10/27
Week 9
11/3
 Interactive
writing, fiction
and non-fiction
 Authentic
writing and
audience
 Interactive
writing and
assessment
Interactive Writing, Chapters 9 - 11
Interactive Writing, Chapters 12 - 14
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 CCSS and
Speaking and
Listening
 Poetry
Genre Study, Chapters 14 & 16
Grammar Presentation
Genre Study, Chapters 13 & 16
Penmanship Presentation
Work time for unit
Week 12
11/24
Week 13
12/1
 Putting it all
together
 Writing
conferences
Genre Study, Chapter 20
Work time for unit
Week 14
12/8
 Unit sharing &
feedback
 Catch up
 Course
evaluation
Week 10
11/10
Week 11
11/17
Genre Study, Chapter 17
Groups share units
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