Syllabus
Master of Science in Education
EDU 743: Connecting Reading and Writing for Success – Summer B 2017
Credits - 3
Description
The reading-writing connection will be the focus of the course. Educators will have the opportunity to explore this connection through the examination and application of successful instructional strategies and activities. Educators, regardless of the level or content they teach, will be provided with tools that will help to maintain learners’ literacy development as they read and write to learn, or learn to read and write.
Materials
Learning Objectives and Outcomes
Course Objectives |
Student Learning Outcomes |
Key Assignments |
ILA Standards for Reading Professionals |
|
Students will apply foundational knowledge about the Reading-Writing connection and its relationship to reader and writer progress to inform literacy instruction. |
Correlate professional and personal experiences with foundational reading in a discussion about the reading-writing connection |
Class Discussion Board Sequential Lesson Plan |
Standard 1 |
|
Students will use appropriate and varied instructional practices to develop writing instruction and assessment |
Share an example of a formative text-based assessment for writing instruction Connect formative assessment to the process of teacher inquiry |
Formative Assessment Critique Sequential Lesson Plan |
Standard 2 |
|
Students will apply personal experiences, professional judgment and professional knowledge to improve all students’ reading and writing development and achievement. |
Compare and contrast research surrounding best practice for literacy instruction with personal opinion based on professional experience |
Theory and Practice Research Paper |
Standard 1 |
|
Students will utilize technology in the design of a learning environment that is low risk and includes choice, motivation, and scaffolded support to optimize opportunities for learning to read and write. |
Select a curation tool for the collection and organization of professional materials related to technology for writing instruction Evaluate varied technology supports for writing instruction Discern how technology tools can be used to optimize opportunities for learning to read and write Justify instructional decisions for technology and writing instruction with research Apply researched differentiation strategies to to the use of technology tools supporting instruction that connect reading and writing |
Technology Curation Tool Assignment Sequential Lesson Plan |
Standard 5 |
|
Students will apply literacy research of the reading-writing connection to the development of appropriate and varied instructional approaches. |
Synthesize current research pertaining to best practices promoting process writing Summarize research articles to discern best instructional practices pertaining to the reading-writing connection Apply research to their own practices in reading and writing instruction Design a sequential series of lesson plans based on research-supported best practices for reading and writing instruction |
Mini-Presentation about the Writing Process Theory and Practice Research Paper Sequential Lesson Plan |
Standards 1 & 2 |
Assignments
6 Class Discussions
4 Small Group Book Discussions
Presentation about the Writing Process – Week 2: For this assignment you will take on the role of a research-practitioner as you create a 5-8 minute presentation that applies research about the writing process to your everyday teaching. Your final presentation will be in the form of a PowerPoint or Google Slides slide show that you will convert to a video screencast with voiceover.
Technology Curation Tool Assignment – Week 3: For this assignment you will have the opportunity to build a technology curation tool with a focus on digital supports for writing instruction. There are many ways to collect and organize web sources and documents, and you may also add annotations to make meaning out of your collected resources. You can use the site you build as a professional tool box to support your teaching practice. Within the context of this course, you will also be able to use your curation tool for sharing research and resources.
Theory and Practice Research Paper – Week 5: For this assignment, you will connect theory and practice in a research essay on a topic related to writing instruction. Choose a topic of interest to you, as you will focus further on this topic in your Week 7 Lesson Plan assignment.
Formative Assessment Critique – Week 6: For this assignment you will critique formative writing assessments through a lens of best practice and current research.
Sequential Lesson Plan for Teaching Writing – Week 7: For this assignment, you will draw on what you have learned in order to design a sequential series of three lesson plans based on research-supported best practices for reading and writing instruction.
Grading Policy
Your grade in this course will be determined by the following criteria:
Grade Breakdown
| Assignment | Points |
|---|---|
| Class Discussions (6 @ 3 Points) | 18 |
| Small Group Book Discussions (4 @ 3 Points) | 12 |
| Week 2: Presentation about the Writing Process | 12 |
| Week 3: Technology Curation Tool Assignment | 12 |
| Week 5: Theory and Practice Research Paper | 12 |
| Week 6: Formative Assessment Critique | 12 |
| Week 7: Sequential Lesson Plan for Teaching Writing | 22 |
| TOTAL POINTS | 100 |
Grade Scale
| Grade | Points Grade | Point Average (GPA) |
| A | 94 – 100% | 4.00 |
| A- | 90 – 93% | 3.75 |
| B+ | 87 – 89% | 3.50 |
| B | 84 – 86% | 3.00 |
| B- | 80 – 83% | 2.75 |
| C+ | 77 – 79% | 2.50 |
| C | 74 – 76% | 2.00 |
| C- | 70 – 73% | 1.75 |
| D | 64 – 69% | 1.00 |
| F | 00 – 63% | 0.00 |
Schedule
This schedule and is meant to give you a bird’s eye view. The activities and assignments may change at the discretion of the instructor.
|
Week |
Topic |
Activities & Assignments |
Dates |
|
1 6/28-7/2 |
Exploring the Reading-Writing Connection |
Read the syllabus and schedule, making note of important due dates Orient yourself to the course functionality Complete the assigned reading and view the video Post an introduction to the class discussion board Small Group Discussion: Sign up for a book group in My Groups, and participate actively in the initial organizational discussion |
Due: Sunday, July 2 at 11:59 pm ET *Note: Initial discussion responses should be posted by FRIDAY night |
|
2 7/3-7/9 |
The Writing Process (Reading and Best Practice) |
Complete the course reading and view the video Participate in your Book Group Discussion Submit the link to your Mini-Presentation about the Writing Process |
Due: Sunday, July 9 at 11:59 pm ET *Note: Initial discussion responses should be posted by WEDNESDAY night |
|
3 7/10-7/16 |
Technology Curation Tools for Literacy Instruction |
Complete the assigned reading and view the video Post a response to the Small Group Discussion Submit your curation tool link to your instructor |
Due: Sunday, July 16 at 11:59 pm ET *Note: Initial discussion responses should be posted by WEDNESDAY night |
|
4 7/17-7/23 |
Differentiating Reading-Writing Instruction with Technology Tools |
Complete the assigned reading and view the video Participate in your Book Group Discussion Participate in the Class Discussion
|
Due: Sunday, July 23 at 11:59 pm ET *Note: Initial discussion responses should be posted by WEDNESDAY night |
|
5 7/24-7/30 |
Research on Theory and Practice |
Complete the course reading and view the video Participate in the Class Discussion Submit your Theory and Practice Research Paper |
Due: Sunday, July 30 at 11:59 pm ET *Note: Initial discussion responses should be posted by WEDNESDAY night |
|
6 7/31-8/6 |
Formative Assessment Critique |
Complete the course reading Participate in the Class Discussion Submit the link to your Example Formative Assessment and Template to your instructor |
Due: Sunday, August 6 at 11:59 pm ET *Note: Initial discussion responses should be posted by WEDNESDAY night |
|
7 8/7-8/13 |
Designing Lessons Based on Best Practice |
Complete the course reading Submit your Sequential Lesson Plan Assignment Participate in the Class Discussion |
Due: Sunday, August 13 at 11:59 pm ET *Note: Initial discussion responses should be posted by WEDNESDAY night |
|
8 8/14-8/20 |
Applying New Learning | Participate in the final Class Discussion |
Due: FRIDAY, August 18 at 11:59 pm ET *Note: Initial discussion responses should be posted by WEDNESDAY night |
Student Resources
Online Student Support
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UNE Student Academic Success Center
The Student Academic Success Center (SASC) offers a range of services to support your academic achievement, including tutoring, writing support, test prep and studying strategies, learning style consultations, and many online resources. To make an appointment for tutoring, writing support, or a learning specialist consultation, go to une.tutortrac.com. To access our online resources, including links, guides, and video tutorials, please visit:
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Accommodations
Any student who would like to request, or ask any questions regarding, academic adjustments or accommodations must contact the Student Access Center at (207) 221-4438 or pcstudentaccess@une.edu. Student Access Center staff will evaluate the student's documentation and determine eligibility of accommodation(s) through the Student Access Center registration procedure.
Policies
Turnitin Originality Check and Plagiarism Detection Tool
The College of Professional Studies uses Turnitin to help deter plagiarism and to foster the proper attribution of sources. Turnitin provides comparative reports for submitted assignments that reflect similarities in other written works. This can include, but is not limited to, previously submitted assignments, internet articles, research journals, and academic databases.
Make sure to cite your sources appropriately as well as use your own words in synthesizing information from published literature. Webinars and workshops, included early in your coursework, will help guide best practices in APA citation and academic writing.
You can learn more about Turnitin in the Turnitin Student quick start guide.
Technology Requirements
Please review the technical requirements for UNE Online Graduate Programs: Technical Requirements
Course Evaluation Policy
Course surveys are one of the most important tools the University of New England uses for evaluating the quality of your education, and for providing meaningful feedback to instructors on their teaching. In order to assure that the feedback is both comprehensive and precise, we need to receive it from each student for each course. Evaluation access is distributed via UNE email at the beginning of the last week of the course.
Information Technology Services (ITS)
ITS Contact: Toll Free Help Desk 24 hours/7 days per week at 1-877-518-4673
Attendance Policy
Online students are required to submit a graded assignment/discussion prior to Sunday evening at 11:59 pm ET of the first week of the term. If a student does not submit a posting to the graded assignment/discussion prior to Sunday evening at 11:59 pm ET, the student will be automatically dropped from the course for non-participation. Review the full attendance policy.
Late Policy
Assignments: Late assignments will be accepted up to 3 days late; however, there is a 10% grade reduction (from the total points) for the late submission. After three days the assignment will not be accepted.
Discussion posts: If the initial post is submitted late, but still within the discussion board week, there will be a 10% grade reduction from the total discussion grade (e.g., a 3 point discussion will be reduced by 0.3 points). Any posts submitted after the end of the Discussion Board week will not be graded.
Please make every effort ahead of time to contact your instructor and your student support specialist if you are not able to meet an assignment deadline. Arrangements for extenuating circumstances may be considered by faculty.
Student Handbook Online - Policies and Procedures
The policies contained within this document apply to all students in the College of Graduate and Professional Studies. It is each student's responsibility to know the contents of this handbook.
UNE Course Withdrawal
Please contact your student support specialist if you are considering dropping or withdrawing from a course. The last day to drop for 100% tuition refund is the 2nd day of the course. Financial Aid charges may still apply. Students using Financial Aid should contact the Financial Aid Office prior to withdrawing from a course.
Academic Integrity
The University of New England values academic integrity in all aspects of the educational experience. Academic dishonesty in any form undermines this standard and devalues the original contributions of others. It is the responsibility of all members of the University community to actively uphold the integrity of the academy; failure to act, for any reason, is not acceptable. For information about plagiarism and academic misconduct, please visit UNE Plagiarism Policies.
Academic dishonesty includes, but is not limited to the following:
- Cheating, copying, or the offering or receiving of unauthorized assistance or information.
- Fabrication or falsification of data, results, or sources for papers or reports.
- Action which destroys or alters the work of another student.
- Multiple submissions of the same paper or report for assignments in more than one course without permission of each instructor.
- Plagiarism, the appropriation of records, research, materials, ideas, or the language of other persons or writers and the submission of them as one's own.
Charges of academic dishonesty will be reviewed by the Program Director. Penalties for students found responsible for violations may depend upon the seriousness and circumstances of the violation, the degree of premeditation involved, and/or the student’s previous record of violations. Appeal of a decision may be made to the Dean whose decision will be final. Student appeals will take place through the grievance process outlined in the student handbook.