Syllabus

Master of Science in Education

EDU 743: Connecting Reading and Writing for Success – Spring A 2022

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

Required:

Graham, S., MacArthur, C.A., Hebert, M. (2018). Best practice in writing instruction, third edition. Guilford Press. (ISBN: 9781462537976, E-Text ISBN: 9781462538003).

Texts for Book Group– Choose Only One

K-6 Focus: Culham, R. (2014). The writing thief: Using mentor texts to teach the craft of writing. Newark, NE: International Reading Association. (ISBN: 9780872070998, E-Text ISBN: 978-1625311429).
K-2 Focus: Heard, G. & McDonough, J. (2009). A place for wonder: Reading and writing nonfiction in the primary grades. Portland, ME: Stenhouse. (ISBN: 978-157110-432-8, E-Text ISBN: 978-1571108647).
4-12 Focus: Hicks, T. (2013). Crafting digital writing: Composing texts across media and genres. Portsmouth, NH: Heinemann. (ISBN: 9780324046969).

Articles to be assigned throughout the term will be posted through Brightspace

Supplemental:

American Psychological Association. (2019). Publication manual of the American Psychological Association (7th ed.). ISBN: 978-1433832154. E-text: 978-1433832185

Learning Objectives and Outcomes

EDU 743 is aligned with the ILA Standards for Literacy Professionals 2017. These standards sets forth the criteria for developing and evaluating preparation programs for reading professionals. The following objectives have been identified for EDU 743 and matched to ILA Standards.

Students will apply foundational knowledge about the Reading-Writing connection and its relationship to reader and writer progress to inform literacy instruction. (Standard 1)
Students will use appropriate and varied instructional practices to develop writing instruction and assessment (Standard 2)
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. (Standard 5)
Students will apply literacy research of the reading-writing connection to the development of appropriate and varied instructional approaches. (Standard 1)
Students will work collaboratively with other professionals to meet the developmental needs of all literacy learners. (Standard 5)

Assignments

6 Class Discussions

3 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 toolbox 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.

Mentor Text List – Week 5:

For this assignment, you will research improving your students’ writing through the application of mentor texts in the classroom. Analyze the various resources and compile a list of mentor text that you would use with your students.

Formative Writing Assessment: Application & Evaluation – Week 6:

For this assignment, you will apply 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.

The University of New England provides students, staff and faculty with free access to Refworks, an online tool for collecting and managing references and making style-correct citations. For instructions and tutorials in setting up your account and getting started, visit the RefWorks support page in the UNE Online Student Portal.

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	10
Week 5: Mentor Text List	12
Week 6: Formative Writing Assessment	14
Week 7: Sequential Lesson Plan for Teaching Writing	22
TOTAL POINTS	100

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 1: Jan 5 – Jan 9
Week 2: Jan 10 – Jan 16
Week 3: Jan 17 – Jan 23
Week 4: Jan 24 – Jan 30
Week 5: Jan 31 – Feb 6
Week 6: Feb 7 – Feb 13
Week 7: Feb 14 – Feb 20
Week 8: Feb 21 – Feb 27

Week	Topic	Activities & Assignments	Dates
1	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 at 11:59 pm ET *Note: Initial discussion responses should be posted by FRIDAY night
2	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 at 11:59 pm ET *Note: Initial discussion responses should be posted by WEDNESDAY night
3	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 AND to the Class Discussion board	Due: Sunday at 11:59 pm ET *Note: Initial discussion responses should be posted by WEDNESDAY night
4	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 at 11:59 pm ET *Note: Initial discussion responses should be posted by WEDNESDAY night
5	Using Mentor Texts to Improve Student Writing	Complete the course reading Participate in the Class Discussion Submit your Mentor Text List	Due: Sunday at 11:59 pm ET *Note: Initial discussion responses should be posted by WEDNESDAY night
6	Formative Writing Assessment	Complete the course reading and view the video Participate in the Class Discussion Submit your Formative Writing Assessment- Application & Evaluation Template to your instructor	Due: Sunday at 11:59 pm ET *Note: Initial discussion responses should be posted by WEDNESDAY night
7	Designing Lessons Based on Best Practice	Complete the course reading and view the video Submit your Sequential Lesson Plan Assignment Participate in the Class Discussion	Due: Sunday at 11:59 pm ET *Note: Initial discussion responses should be posted by WEDNESDAY night
8	Applying New Learning	Complete the course reading and view the video Participate in the final Class Discussion	Due: FRIDAY at 11:59 pm ET *Note: Initial discussion responses should be posted by WEDNESDAY night

Student Resources

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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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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 Online Student Handbook

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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.