Graduate Studies Reports Access
Graduate Course Proposal Form Submission Detail - LAE6317
Tracking Number - 2961
Edit function not enabled for this course.
Current Status:
Approved by SCNS - 2014-11-01
Campus: Tampa
Submission Type: New
Course Change Information (for course changes only): Change in title and objectives to reflect
Comments: to GC 3/4/13 for MAT Elem Ed Chgs; GC Appd 3/4/13. USF Sys 3/5/13. to SCNS .4/22/13. Course # incorrect - NEW course Obj too long - rev for SCNS. Emailed fac 2/4/14. to GC; Apd 5/19/14. to USF 5/20/14; to SCNS 5/28/14. Appd Eff 11/1/14. #6314 Appd 6317
Detail Information
- Date & Time Submitted: 2012-10-10
- Department: Childhood Education & Literacy Studies
- College: ED
- Budget Account Number: 1721-000
- Contact Person: Jenifer Schneider
- Phone: 9743460
- Email: jschneid@usf.edu
- Prefix: LAE
- Number: 6317
- Full Title: Teaching Composition in Elem Classroom: Research into Practice
- Credit Hours: 3
- Section Type: C -
Class Lecture (Primarily)
- Is the course title variable?: N
- Is a permit required for registration?: N
- Are the credit hours variable?: N
- Is this course repeatable?: N
- If repeatable, how many times?: 0
- Abbreviated Title (30 characters maximum): Teaching Composition in Ele
- Course Online?: C -
Face-to-face (0% online)
- Percentage Online: 0
- Grading Option:
-
- Prerequisites: LAE 6427
- Corequisites: n/a
- Course Description: Identify traits of children’s written, visual, and media-based products, assess & support children’s developmental progression of writing processes or strategies, & demonstrate instructional strategies for teaching multimodal composing.
- Please briefly explain why it is necessary and/or desirable to add this course: Needed for accreditation
- What is the need or demand for this course? (Indicate if this course is part of a required sequence in the major.) What other programs would this course service? 25 students per year
- Has this course been offered as Selected Topics/Experimental Topics course? If yes, how many times? No
- What qualifications for training and/or experience are necessary to teach this course? (List minimum qualifications for the instructor.) Earned doctorate in Elementary Education (or related field) with a concentration in literacy
- Objectives: a. Identify the developmental acquisition of writing as a multi-symbolic process for children who are L1 (first language) and L2 (second language) English language learners.
b.Use analytic assessment methods to identify the traits of children’s written products
c.Evaluate children’s written texts with fairness, consistency, and accuracy.
d.Use observational methods to identify children’s composing strategies
e. Provide children with specific oral and written feedback based on research-based criteria for evaluating children’s writing processes and products.
f.Design lessons and demonstrate effective instructional techniques for teaching discipline-specific writing tasks for various purposes.
g. Design and implement lessons in which children discover and present interesting and accurate information about discipline-specific concepts.
h. Design and implement lessons in which children demonstrate strong research and writing skills to build and present knowledge.
i.Design and implement lessons that support children’s multimodal composing strategies and encourage multimedia product development for distribution of information to wider audiences.
j. Select and use quality children’s literature, and other print, digital, and online resources.
k. Demonstrate effective instructional strategies (e.g., modeling, collaborative composing, guided writing) that provide children with various levels of teacher support and are based on children’s diverse linguistic abilities.
l.Communicate assessment results and implications to a variety of audiences.
m. Model clear, acceptable oral and written communication skills.
- Learning Outcomes: a)Design a Writing Classroom (5%) (Objectives f, j: FEAP 1c, 3g: CF 2, 3: IRA 2.1, 2.2, 2.3: FLCS 3.3, 3.4, 3.7, 6.1: FRC 1F4, 1G4, 2B2, 2E2, 4.8, FLCS 6.1)
b)Assess Student Writing Samples (10%) (Objectives a, b, c, e: FEAP 1e, 2d, 2f, 3i, 4c, 4e: CF 2, 5: IRA 1.1, 1.3 4.1, 6.4: ACEI: 2.1, 4.0; FLCS 3.1, 3.5, 3.6, 3.7: FRC: 1B3, 1E4, 1F5)
c)Demonstrate Methods for Teaching Composing (15%) (Objectives f, k: FEAP 1c, 3g: CF 2, 4, 6: IRA 1.3, 2.1, 2.2, 3.3, 5.4: FLCS 3.3, 3.4, 3.7: FRC 1F4)
d)Teaching Grammar Module (5%) (Objective b, e, m: FEAP 1e, 2e, 3i, 4c, 4e: CF 2: IRA 1.3, 3.4, 6.4: ACEI 4.0: FLCS 3.5, 3.6, 3.7, 5.1: ESOL 3.5, 3.6, 5.1: FRC 1E4, 1F5)
e)Teaching Spelling Module (5%) (Objective b, e, m: FEAP 1e, 2e, 3i, 4c, 4e: CF 2: IRA 1.3, 3.4, 6.4: ACEI 4.0: FLCS 3.5, 3.6, 3.7, 5.1: ESOL 3.5, 3.6, 5.1: FRC 1E4, 1F5)
f)Teaching Writing Cycle (40%) *Critical Task* (Objectives a, b, c, d, e, f, g, h, i, j, k, l m: FEAP 1e, 1f, 2d, 2f, 3g, 3i, 4a, 4c, 4e: CF 2, 3, 4, 5, 6: IRA 1.1, 2.1, 2.2, 2.3, 3.3, 3.4, 4.1, 5.4, 6.4: FLCS 1.0, 2.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 5.1, 5.2, 5.3, 6.1, 6.2, 6.3: FRC 1B3, 1B4, 1E4, 1F4, 1F5, 1G4, 2B1, 2B2, 2B3, 2B4, 2E2)
Using LiveBinders, students will create a Literacy Portfolio. This Portfolio will include multiple components related to Teaching Writing. [PLEASE NOTE: You should use the same portfolio for each of your four literacy courses. Each course will have a section with tabs specific to the course. This allows you to have all of your literacy-related strategies in one place when you complete the program.]
There are six components in the Teaching Writing portfolio (each component should have a separate tab in the LiveBinder): Literacy Portfolio: — One component of this Portfolio is the Critical Task (Teaching Writing Cycle) —Your LiveBinder must be uploaded to Chalk & Wire.
A. Design a Writing Classroom (5%)
Create an interactive poster that showcases your ideal classroom writing space. Think about the classroom from both teaching and learning perspectives. The purpose of this assignment is for you to reflect on the literacy opportunities in your future classroom, to apply your understanding of media literacies to classroom spaces and places, and to experiment with an interactive, online tool for communication.
B. Assess Student Writing Samples (10%)
You will complete modules and tutorials in which you assess students’ written products using an analytic scoring system.
C. Demonstrate Methods for Teaching Composing (15%)
You will provide video evidence of your ability to execute four instructional strategies: Modeled Writing, Shared Writing, Interactive Writing, and Guided Writing. You may work with small or large groups in any grade level.
D. Teaching Grammar Module (5%)
You will complete modules and tutorials in which you develop your knowledge of grammar.
E. Teaching Spelling Module (5%)
You will administer and evaluate students’ writing using the primary, elementary, or upper level spelling inventory.
F. Teaching Writing Cycle (40%) *Critical Task*
Using appropriate instructional strategies, you will support and guide a group of students as they create an original text for discipline-specific purposes. You will guide the students’ text development and writing process including planning, composing, revising and editing.
The text will be accompanied by a multi-media presentation that the students will create and present to a wider audience. Your performance will be evaluated based on your instructional strategies and your analysis of student learning. More information will follow in class.
The intentions of the teaching writing cycle are for teaching candidates:
1. To observe student writing and identify children’s process strengths
2. To assess student writing using an analytic system
3. To use data to make instructional decisions
4. To effectively use balanced literacy strategies to support student learning and multimodal
composing
5. To communicate information about students’ development to families and teachers
The teaching writing cycle will be evaluated based on the following criteria:
6. Knowledge of children’s writing development as revealed in your observational notes
7. Knowledge of writing traits as demonstrated in your assessment of student products
8. Knowledge of children's writing development and writing standards as revealed in your selection
of teaching points
9. Knowledge of writing traits and standards for writing as revealed in your lesson plans
10. Knowledge of writing resources and materials as revealed in your lesson plans and teaching
documentation
11. Teaching effectiveness as revealed in your execution of relevant instructional strategies (i.e.,
elements of effective modeled writing/shared writing/interactive writing/guided writing- see assigned readings for details)
12. Data-driven decision making as revealed in your assessment of student performance during the
teaching cycle
13. Teaching effectiveness as revealed in your ability to identify your teaching strengths/areas to
develop in response to student performance
- Major Topics: •Introduction
a. Theory and research base for writing instruction and writing development for L1 and L2 learners
b. Common Core State Standards
c. Traits of writing
d. Teacher as writer
•Writing Development of L1 & L2 Learners
a. Relationship of writing, oral language, listening, and visual expression for L1 and L2 learners
b. Examining writing samples by grade level
c. Instructional Strategy Demonstrations
d. Modeled Writing
e. shared Writing
f. Interactive Writing
g. Guided Writing
h. Independent Writing/Writing Workshop
•The Writing Classroom
a. Designing writing spaces for collaboration
b. Managing writing time
c. Small group/large group instruction
d. Multi-media writing tools
e. Children’s Literature: Using the big and little library
f. Writing audiences and outlets
g. Writing samples and initial assessments
- Textbooks: Culhan, Ruth. (2005). 6+1 Traits of Writing: The Complete Guide for the Primary Grades.
Culhan, Ruth. (2003). 6+1 Traits of Writing: The Complete Guide for Grades 3 and Up.
Bear, D., et al. 2012). Words their way. Word study for phoniFLCS, vocabulary, and spelling instruction. (5th Ed.).
Kiefer, B.Z. (2010). Charlotte Huck’s children’s literature (10th Ed.).
Culham developed materials to present the 6+1 traits for teachers and are straightforward & accessible for teachers focusing and meet the needs for this course. Culham hasn't updated her texts but they are the best option.
- Course Readings, Online Resources, and Other Purchases: N/A
- Student Expectations/Requirements and Grading Policy: A. Design a Writing Classroom (5%)
B. Assess Student Writing Samples (10%)
C. Demonstrate Methods for Teaching Composing (15%)
D. Teaching Grammar Module (5%)
E. Teaching Spelling Module (5%)
F. Teaching Writing Cycle (40%) *Critical Task*
A+ = 98-100 B+ = 90-91 C+ = 80-81 D+ = 70-71
A = 95-97 B = 85-89 C = 75-79 D = 65-69
A- = 92-94 B- = 82-84 C- = 72-74 D- = 62-64
- Assignments, Exams and Tests: A. Design a Writing Classroom (5%)
Create an interactive poster that showcases your ideal classroom writing space. Think about the classroom from both teaching and learning perspectives. The purpose of this assignment is for you to reflect on the literacy opportunities in your future classroom, to apply your understanding of media literacies to classroom spaces and places, and to experiment with an interactive, online tool for communication.
B. Assess Student Writing Samples (10%)
You will complete modules and tutorials in which you assess students’ written products using an analytic scoring system.
C. Demonstrate Methods for Teaching Composing (15%)
You will provide video evidence of your ability to execute four instructional strategies: Modeled Writing, Shared Writing, Interactive Writing, and Guided Writing. You may work with small or large groups in any grade level.
D. Teaching Grammar Module (5%)
You will complete modules and tutorials in which you develop your knowledge of grammar.
E. Teaching Spelling Module (5%)
You will administer and evaluate students’ writing using the primary, elementary, or upper level spelling inventory.
F. Teaching Writing Cycle (40%) *Critical Task*
Using appropriate instructional strategies, you will support and guide a group of students as they create an original text for discipline-specific purposes. You will guide the students’ text development and writing process including planning, composing, revising and editing.
The text will be accompanied by a multi-media presentation that the students will create and present to a wider audience. Your performance will be evaluated based on your instructional strategies and your analysis of student learning. More information will follow in class.
The intentions of the teaching writing cycle are for teaching candidates:
1. To observe student writing and identify children’s process strengths
2. To assess student writing using an analytic system
3. To use data to make instructional decisions
4. To effectively use balanced literacy strategies to support student learning and multimodal
composing
5. To communicate information about students’ development to families and teachers
The teaching writing cycle will be evaluated based on the following criteria:
6. Knowledge of children’s writing development as revealed in your observational notes
7. Knowledge of writing traits as demonstrated in your assessment of student products
8. Knowledge of children's writing development and writing standards as revealed in your selection
of teaching points
9. Knowledge of writing traits and standards for writing as revealed in your lesson plans
10. Knowledge of writing resources and materials as revealed in your lesson plans and teaching
documentation
11. Teaching effectiveness as revealed in your execution of relevant instructional strategies (i.e.,
elements of effective modeled writing/shared writing/interactive writing/guided writing- see assigned readings for details)
12. Data-driven decision making as revealed in your assessment of student performance during the
teaching cycle
13. Teaching effectiveness as revealed in your ability to identify your teaching strengths/areas to
develop in response to student performance
G. Quizzes (10%)
Weekly quizzes will be given. They will cover the readings and class lectures. Quizzes will not be “made up” for any reason.
H. Exam (10%)
A comprehensive exam will be given. The exam will cover the readings, class discussions, activities, and assignments. The final will not be “made up” unless there is a documented emergency and arrangements are made prior to the final. In addition, the “late assignment” policy will apply.
- Attendance Policy: Course Attendance at First Class Meeting – Policy for Graduate Students: For structured courses, 6000 and above, the College/Campus Dean will set the first-day class attendance requirement. Check with the College for specific information. This policy is not applicable to courses in the following categories: Educational Outreach, Open University (TV), FEEDS Program, Community Experiential Learning (CEL), Cooperative Education Training, and courses that do not have regularly scheduled meeting days/times (such as, directed reading/research or study, individual research, thesis, dissertation, internship, practica, etc.). Students are responsible for dropping undesired courses in these categories by the 5th day of classes to avoid fee liability and academic penalty. (See USF Regulation – Registration - 4.0101,
http://usfweb2.usf.edu/usfgc/ogc%20web/currentreg.htm)
Attendance Policy for the Observance of Religious Days by Students: In accordance with Sections 1006.53 and 1001.74(10)(g) Florida Statutes and Board of Governors Regulation 6C-6.0115, the University of South Florida (University/USF) has established the following policy regarding religious observances: (http://usfweb2.usf.edu/usfgc/gc_pp/acadaf/gc10-045.htm)
In the event of an emergency, it may be necessary for USF to suspend normal operations. During this time, USF may opt to continue delivery of instruction through methods that include but are not limited to: Blackboard, Elluminate, Skype, and email messaging and/or an alternate schedule. It’s the responsibility of the student to monitor Blackboard site for each class for course specific communication, and the main USF, College, and department websites, emails, and MoBull messages for important general information.
- Policy on Make-up Work: ATTENDANCE IS MANDATORY. PROMPTNESS IS EXPECTED AND REQUIRED. ACTIVE PARTICIPATION AND PREPARATION FOR CLASS ARE ESSENTIAL. ASSIGNMENTS MUST BE TURNED IN ON TIME. There are many legitimate reasons for absences, tardies, and late work (e.g., family emergencies, illness, car trouble, etc.). If you miss class, arrive late, or leave early, I will assume that your reasons are legitimate. Therefore, I do not “excuse” or accept doctor’s notes for absences, tardies, or late work for any reason.
This is a performance-based course, therefore, consistent and complete attendance are necessary to learn all of the information covered in the course and to observe modeled instructional strategies. More than one absence or two tardies (for any reason) will lower your participation grade according to the following breakdown.
•EACH ABSENCE (for any reason) will lower your course grade by 10% because you will miss literature activities and modeled instructional strategies (see weekly schedule). If you miss class during any scheduled field experience, your grade will be lowered by 20%.
•EACH TARDY/LEAVE EARLY (for any reason) will lower your course grade by 5% because you will miss demonstrations, class activities, or reading strategies. Any tardy or early departure over 30 minutes is considered an absence.
•All of your work, including online assignments, must be submitted by the due date. Any late work for any reason will have a reduced grade. There are no “free” late work credits.
•EACH LATE ASSIGNMENT (for any reason) will lower your GRADE ON THE ASSIGNMENT by a letter grade for each day that it is late. IF you must turn in a late assignment, I will not accept it more than one week past its original due date.
•EACH TIME YOU DEMONSTRATE A LACK OF PARTICIPATION IN CLASS OR LACK OF PREPARATION FOR CLASS (for any reason) your grade will be lowered by 5%. This includes, but is not limited to, checking email, texting, searching the Internet, talking phone calls, etc.
“Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.”
“Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.”
- Program This Course Supports: MAT in Elementary Education
- Course Concurrence Information: none
- if you have questions about any of these fields, please contact chinescobb@grad.usf.edu or joe@grad.usf.edu.