Educational Leadership, Learning and Curriculum Department
RL 5014 Reading, Writing, and Literature
Instructor: Edith Patridge
College of Graduate Studies, Highland Hall
Office Phone: 535-2636
epatridge@plymouth.edu
Summer 2014 - Fridays 8/1, 8/8, 8/15; Mondays 8/4, 8/11, 8/18; Tuesday 8/19 - 9:00 AM – 2:30 PM
Catalog Description
This course is designed as an active and reflective experience of reading and process writing
according to IRA standards 2.3, 5.1, 5.2, 5.3, 5.4. Students will be immersed in literature and process
writing as they develop a portfolio of their own work as life-long readers and writers. They will review
theory and practice regarding process writing, writing to learn, and writing across the curriculum.
Students will work in the format of the reading/writing connection to explore a range of materials;
books, technology based information, and non-print materials that represent multiple reading levels,
broad interests, and cultural and linguistic backgrounds of students. Further topics to be examined in
this course are: the development of practical classroom applications of creating a literate environment,
methods to effectively revise instructional plans to intrinsically and extrinsically motivate students, the
research base that grounds practice, supporting the reading/writing connection in the classroom,
assessment in the reading/writing workshop, the mechanical aspects of writing, and the needs of
diverse learners. The purpose is to create a literate environment and to assist classroom teachers and
paraprofessional in the same.
Course Overview
Upon completion of this course candidates will demonstrate the ability to:
 evaluate and enhance the literate environment, including materials.
 arrange instructional areas to provide easy access to print, non-print, digital materials.
 modify classroom arrangements to accommodate students’ changing needs.
 create supportive social environments for all students, including those who struggle with reading and
writing, and English Language Learners.
 use evidence-based grouping practices to meet the needs of all students.
Textbook List/Bibliography/Recommended Reading/Resources
Required Texts
Giorgis, N. & Johnson, C. J. (2007). The Wonder of It All. Portsmouth, NH: Heinemann.
Newkirk, T. & Kent, R., editors. (2007). Teaching the Neglected “R”. Portsmouth, NH: Heinemann.
Reif, Linda. (1992 ). Seeking Diversity: Language Arts With Adolescents. Portsmouth, NH: Heinemann
Weaver, C. (2007). The Grammar Plan Book. Portsmouth, NH: Heinemann.
The Reading and Writing Project. Teachers College Project School.Common Core Video.html
http://readingandwritingproject.com/resources/common-core-standards/ccs-videos.html
Recommended Text
Graves, Donald H. (1991). Build a Literate Classroom. Portsmouth, NH: Heinemann.
Calkins, L.; Ehrenworth; Lehman, C. (2012). Pathways to the Common Core. Portsmouth, NH:
Heinemann.
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Professional Standards, Course Goals/Objectives, and Assessment
Assignment
Readings
Reflective Responses
Workshop Activity:
Reading/Writing Workshop Floor Plan
Readings
Reflective Responses
Workshop Activity:
Reading/Writing Workshop Floor Plan
Readings
Reflective Responses
Readings
Reflective Responses
Final Project: Literate Environment
Enhancement Plan
Portfolio w/Reflection
Final Project: Literate Environment
Enhancement Plan
Final Project: Literate Environment
Enhancement Plan
Final Project: Literate Environment
Enhancement Plan
Final Project: Literate Environment
Enhancement Plan
Final Project: Literate Environment
Enhancement Plan
Final Project: Literate Environment
Enhancement Plan
RL 5014
IRA Standard(s) Assessed
Assessment Tool
5.1 Arrange instructional areas to
provide easy access to books and other
instructional materials for a variety of
individual, small-group, and whole-class
activities and support teachers in doing
the same.
5.1 Modify the arrangements to
accommodate students’ changing needs.
Rubric for Course Requirements RL 5014
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Rubric for Course Requirements RL 5014
Moodle
5.2 Create supportive social
environments for all students, especially
those who struggle with reading and
writing.
5.2 Model for and support teachers and
other professionals in doing the same for
all students.
5.2 Create supportive environments
where English learners are encouraged
and provided with many opportunities to
use English.
5.3 Understand the role of routines in
creating and maintaining positive
learning environments for reading and
writing instruction using traditional
print, digital, and online resources.
Rubric for Course Requirements RL 5014
5.3 Create effective routines for all
students, especially those who struggle
with reading and writing. Support
teachers in doing the same for all
readers.
5.4 Use evidence-based grouping
practices to meet the needs of all
students, especially those who struggle
with reading and writing. Support
teachers in doing the same for all
students.
2.3 Demonstrate knowledge of and a
critical stance toward a wide variety of
quality traditional print, digital, and
online resources.
2.3 Support classroom teachers in
building and using a quality, accessible
classroom library and materials
collection that meets the specific needs
and abilities of all learners.
2.3 Lead collaborative school efforts to
evaluate, select, and use a variety of
instructional materials to meet the
specific needs and abilities of all
learners.
Rubric for Course Requirements RL 5014
Moodle
Rubric for Course Requirements RL 5014
Moodle
Rubric for Course Requirements RL 5014
Moodle
Rubric for Course Requirements RL 5014
Moodle
Moodle
Rubric for Course Requirements RL 5014
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Rubric for Course Requirements RL 5014
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Rubric for Course Requirements RL 5014
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Rubric for Course Requirements RL 5014
Moodle
2
Content of Course Which Addresses Technological Standards/Competence
1. Standards based Portfolio-created through MAHARA.
2. Online Component through Moodle.
Formative and Summative Assessment
Reflective Responses to Readings and Class Participation
Class Study/LEEP w/ Reflection
Portfolio w/ Reflection
Formative
Summative
Formative and Summative
Evaluation Plan/Grading Scale
Assignment Evaluation:
Reflective Responses to Readings and Class Participation
Class Study/LEEP w/ Reflection
Portfolio w/ Reflection
TOTAL
A, A- 90–100%
B+, B, B- 80-89%
Incomplete
30%
35%
35%
100%
Course Calendar/Agenda
Date
8/1/14
Friday
8/4/14
Monday
TOPIC of Reflective Response
Due on this Date / Standards
Introductions, Multigenre Essays
Readings
Due on this Date
Teaching the Neglected ‘R’
Chs. 1,2,8,9
In-Class Workshop
Assessment/Interest Inventories
Seeking Diversity
Literate Environment
Reading/Writing
Workshop Floor Plan
Writing: Poetry
Resource List
Literate Environment
8/8/14
Friday
Print and Non-Print Genres of
Literature
The Wonder of it All
8/11/14
Monday
Writing Across the Curriculum, Writing
to Learn
Individual/Independent Research Articles
on WAC, Writing to Learn
8/15/14
Friday
Mechanics, Grammar
The Grammar Plan Book
8/18/14
Monday
8/19/14
Tuesday
Common Core
Common Core State Standards
Final Presentations
Multigenre Portfolio Work &
LEEP
RL 5014
Rubrics
Writing: Essay/ Creative
Nonfiction
Writing: Short Story
Research/APA format
Writing: Portfolio Intro.,
Guide, Reflection
Integrating Spelling/
Mechanics/ Grammar/
Handwriting
Writing: Self-selected
Essay
Presentations
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Confidentiality in the Classroom and with Student Work
In our graduate courses, we have students who work in a variety of settings, and in a variety of
roles. It is the responsibility of instructors and students to be sensitive to privacy and
confidentiality issues, and to consider these issues when classroom discussions occur and/or
when students submit assignments. In the interests of privacy and confidentiality, and to create
an environment in which all students feel free to participate, discussions in the classroom and/or
issues presented in student work will not be disclosed to others outside of a given course without
permission, as a breach of confidentiality may present a risk of harm to students.
Assessment Rubrics
Rubrics are posted on Moodle.
Instructor Additions
1.
Assignment Descriptions
Reflective Responses to Readings and Class Participation:
Students are expected to respond to readings with a one page single spaced or a two page double
spaced paper which will be shared with the rest of the class on the day due. The responses need to
be in the appropriate style and voice. Responses need to reflect the writer’s interpretation of new
perspectives, and thought-provoking insights into the teaching of reading and writing. In addition,
students are expected to attend class regularly and to frequently contribute to the class discussions
by raising thoughtful questions, analyzing relevant issues, building on others’ ideas, and synthesizing
across readings and discussions.
2. Class Study/LEEP (Literate Environment Enhancement Plan) w/Supporting Resource List: :
The literate environment of a class will be studied for the Class Study/LEEP. For this study, the
school system, class, and students will remain anonymous.
Please recommend a range of assessment tools and practices in order to assess the literate
environment and to determine reading levels, interests, cultural and linguistic backgrounds of
students. Assessments may range from standardized tests to informal and technology-based tools as
you demonstrate their appropriate use in practice. The Class Study/LEEP should include
demonstration and modeling of reading and writing for real purposes. These connections need to
be explicit and grounded in research with practical applications; instruction must be designed to
intrinsically and extrinsically motivate students to be lifelong readers and writers.
The written paper should include substantial, detailed information; should be thorough and
well-defined according to IRA Standards 2.3, 5.1, 5.2, 5.3, 5.4 and specifications, guidelines, and
course objectives. The content should be of professional and scholarly quality. Paper should be
written with appropriate style and voice, reflecting the writer’s interpretation of new perspectives.
APA guidelines and syllabus specifications for this paper should be followed.
Supporting Resources should include a representative sampling of: a range of assessment tools
and practices; varied materials, books, technology-based information, and non-print materials that
match the reading levels, interests, and cultural and linguistic background of the students in the
Class Study/LEEP.
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3. Portfolio w/Reflection: Students will be immersed in process writing using multiple genres
as they develop a portfolio, and reflect on their own work as lifelong readers and writers. The
portfolio should thoroughly and extensively demonstrate and model reading and writing for real
purposes. The connections should be explicit and grounded in research and practical applications in
order to enable you to support classroom teachers and paraprofessionals in the use of a wide range
of instructional practices, approaches, and methods, including technology-based practices and to
help teachers select appropriate options and explain the evidence-base for selecting practices to
best meet the needs of all students.
In the reflection, a transformation should be evident in the learner’s examples and explanations
of changes in thinking and in learning that have occurred through the process of inquiry, as is
evident in the language describing the learner’s transactions with this learning experience.
Conceptual Framework + Program Outcomes
PSU College of Graduate Studies Program Hallmarks
Collaborative Leadership and Advocacy
RL 5820
IRA 6
The program seeks to develop visionary collaborative leaders with the capacity to
motivate, inspire and empower others. An effective leader listens to and honors all voices, avoids
blame, sees the potential in others, and calls upon them to be their “best selves.” A leader can
assess issues with a concern for the broader system within which they operate. Leadership
requires self-knowledge, as well as wisdom in choosing courses of action and advocating effectively
for social justice and change. A leader acts with courage, assuming personal responsibility for his
or her choices.
Scholarship and Application
RL 5710
IRA 3
RL 5014
IRA 5
The program seeks to develop scholars capable of contributing to the knowledge base of
their professions and fields of study. These scholars are life-long and renewing learners, engaged in
knowledge creation and acquisition. They seek out multiple perspectives and sources in their
inquiry. In application, they are public intellectuals, communicating and sharing their knowledge
with others and applying their research to an informed practice.
Reflection and Innovation
RL 5770
IRA 4
The program seeks to develop practitioners who have formed the habit of thoughtful
reflection. They approach their work with an “awake” quality, taking a proactive approach. They are
self-aware and open to experience, at the same time concerned for, and aware of others’
perspectives, which allows them to approach their work with presence, mindfulness, and engaged
curiosity. They are pragmatically optimistic, able to think flexibly and see possibilities which
others might dismiss.
Professionalism and Service
RL 5170
IRA 2
The program aims to develop professionals with a concern for the local and global
communities within which they live. They uphold and maintain the highest standards of ethical and
informed professional practice. They understand their responsibility to represent the profession
through their public image. They exemplify the principle of servant-leadership, promoting access
for others, serving their professional communities with integrity and commitment, and working to
advance, elevate and promote the profession.
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Global Awareness and Social Responsibility
RL 5110
IRA 1
The program seeks to develop transformative leaders who advance equity and assume
social responsibility. These leaders understand the dynamics of privilege and oppression and work
to examine their own biases and assumptions and to challenge others to do the same. They display
both cultural sensitivity and critical self-awareness. Assuming the learner’s stance, they understand
there is much they do not know, and continually interrogate their own assumptions and beliefs
with a commitment to social justice. Their global, international perspective includes concern for the
earth as a global system and work to advance global stewardship.
University Policies and Procedures

Email Policy: PSU has a specific policy related to email correspondence:
3.1.0.3 The University has a responsibility to protect students’ and staff rights as well as
ensure the accuracy of its business processes based on e-mail correspondence.
Therefore, email containing official business of the University shall be addressed to the
person’s official University email address and should not be addressed to alternative
addresses.
In order to comply with this policy, CoGS staff members use only PSU email addresses. We ask
that you please use your Plymouth e-mail address for all correspondence with your faculty as
well as PSU staff, and it is required that the faculty use PSU email for communications so be
sure to log in to MyPlymouth and check your PSU email regularly.

ADA Policy: Plymouth State University is committed to providing students with documented
disabilities equal access to all university programs and facilities. If you think you have a disability
requiring accommodations, you should contact the PASS office in Lamson library (535-2270) to
determine whether you are eligible for such accommodations. Academic accommodations will
only be considered for students who have registered with the PASS Office. If you have a Letter
of Academic Accommodation for this course from the PASS office, please provide the instructor
with that information privately so that adaptations can be made to meet your needs. Course
materials online comply with the Web-based Intranet and Internet Information and Applications
Standards in accordance with ADA Section 508.

Academic Integrity: Academic integrity is the foundation of the pursuit of knowledge. All
members of the academic community are expected to be dedicated to the pursuit of knowledge
in an honest, responsible, respectful, and ethical manner. Every violation of academic integrity is
an affront to the academic community. Violations of academic integrity make fair evaluation
impossible and cast doubt upon the seriousness with which students accept the responsibility of
acquiring an education. Members of the academic community are expected to report all
instances of those violations of academic integrity that come to their attention. Both faculty and
administration consider it their duty, as guardians of academic standards and intellectual
honesty, to enforce the academic integrity policy by prosecuting all cases of violation of
academic integrity to the fullest extent. Students are urged to consider that it is the toleration of
violations of academic integrity, and not the reporting of it, that is dishonorable. Please refer to
the Graduate Catalog for more information and the entire policy.

Sensitive Materials: Material in this course, in some instances, may be sensitive or emotionally
provocative. As you review the syllabus, or at any time during the course, please let your
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instructor know if you anticipate, or are having, a problem with any assignment or classroom
activity. We can then discuss how this assignment or activity is necessary for meeting course
competencies and whether an alternative assignment or activity can be considered. We can also
discuss campus resources that you may find helpful in dealing with your concerns.

Plymouth State University Curtailed Operations Information: Plymouth State University
normally remains open through inclement weather. Because most students live within minutes
of the campus, every effort is made to avoid an official closing. There may be times, however,
when an emergency or extreme weather conditions necessitate a general closing of the
University.
Please sign up for PSU Alert Emergency Text Messaging at: www.plymouth.edu/emergency/alert/
Following are the PSU curtailed operations and/or class cancellation notification procedures:
In the event of severe weather or an emergency, the University Administration will do all it can
to decide on and post notifications of class/event cancellations and/or facility closures by 6:00
a.m. for classes running during the day. For canceling evening classes, the decision is usually
made and communicated no later than 3:00 p.m. Every effort will be made to make the decision
as early as possible. If you are wondering, call the storm line (603-535-3535) or check the PSU
website.
Use your own judgment about travel during inclement weather; the best choice is the one that
keeps you safe. Notify your instructor(s) if you have to miss a class.

Lamson Library and Learning Commons
Access to the IT Help Desk is available at 603-535-2929. Log in to MyPlymouth to access all of
the Lamson Library and Learning Commons resources and services. The Writing Center and the
PASS office are located in the lower level of Lamson; the Help Desk is on the Main Floor. Check
the schedule for opening and closing hours, hours of operation for the café, and hours when
reference librarians are on duty. Spend time in Lamson when you’re on campus, and access it
virtually when you are online.
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