College of Education Learn. Lead. Inspire. Transform.

SYLLABUS: LAE 4314 TEACH WRITING IN ELEMENTARY CLASSROOMS Spring 2016 UNIVERSITY INSTRUCTOR: Dr. Stephen Rushton

OFFICE: B315 PHONE: (941) 518-5510 - cell

CLASS: Time: 9:00 a.m. to 5 p.m. Room 203A Contact Person: Dr. Stephen Rushton EMAIL: [email protected]

OFFICE HOURS: Call for appointment.

TEXTS: Freeman, M. (1999). Building a writing community: A practical guide. (2nd edition). Gainesville, Fl: Maupin House. Calkins, Lucy. (1994). The art of teaching writing. (3rd edition). Portsmouth, NH: Heinemann.

COURSE OVERVIEW Linda Darling-Hammond has stated that “…America’s capacity to survive as a democracy relies…on…an education that seeks competence as well as community, that enables all people to find and act on who they are, what their passions, gifts, talents may be, what they care about, and how they want to make a contribution to each other and the world.”1 It is my desire in this course to create settings in which you experience this so that you can create similar experiences with your own students. I believe that language and literacy (perhaps all learning) are linguistic, social, cognitive and political processes, and that as teachers we need to pay attention to what we know about our students, about language and writing, and about ourselves as readers and writers, in order to make the best possible instructional decisions. Caring, empowered teachers are the best hope our schools have for being places that make a difference in the lives of children, and selfempowerment requires both the knowledge necessary to respond to learners and the dispositions necessary to be an independent decision-maker.

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COURSE OBJECTIVES By the end of this course, it is my hope that you will be able to 1. demonstrate an understanding of the process approach to writing, including prewriting, drafting, revising, conferencing, editing, and publishing, 2. apply essential strategies for developing and integrating writing into the curriculum, 3. describe the role of a teacher in a literature-rich learning environment, 4. articulate a philosophy that supports a process approach to writing, 5. describe what a literature-rich, learning environment consists of, COURSE REQUIREMENTS I. Attendance/Participation: 15 pts. Educators have known for some time that we remember 10 percent of what we hear, 15 percent of what we see, 20 percent of what we see and hear, 40 percent of what we discuss, 80 percent of what we experience directly or practice doing, and 90 percent of what we attempt to teach others. This will be a highly interactive course, one in which you will be writing, reading, experiencing and teaching! Due to the short nature of this course, if you do not believe you can attend all classes it is advisable that you reschedule this class for a different semester. 

Due to the experiential nature of this course it is very important that you attend all lectures. If you miss a class an automatic deduction of 10 points will occur. Any unexcused absence will result in a letter grade drop.  Professional active participation is very important. Although a subjective call on my part, I will be looking for a willingness to explore new ideas, an openness in communicating these ideas, and an ability to interact with myself, fellow students and other professionals in the field.  Please do not assume that if you simply “show-up” that you will be granted 10 points. This course requires “active-participation” on your part as we explore the needs of children and the best way to instruct them. I) Attendance and Participation – 15 pts. 12-15 pts 10-12 pts 0-11 Pts Attends all classes – is Attends all classes – is Although attends classes, does punctual and eager to punctual and participates in not participate in weekly participate classroom discussions discussions. Contributes to class discussion Contribution to class each week in a meaningful discussion is noticed and thoughtful manner Completion of readings is Evidence of readings is evident. obvious thorough discussions and classroom assignments Your participation in class is such that I know you by face I know your name and at least but little about you. two things about you by the end of the semester.

May be late for class. Contribution to classroom discussions are sporadic Completion of readings is incomplete. Your participation in class is such that I may not know your name and very little about you. 2

II. Reflective Literature Circles. (10 Points) Research supports positive teaching skills and content. During this course you will be exposed to several researched based articles that will help you better understand the types of research professional educators engage with the hopes to support teachers in the field.   

During the course of the semester we will have several 30-minute group discussions relating to the readings (Reflective Round-Robin Circles). Each person in the group will be assigned a different weekly role (Discussion Director, Illustrator, Connector, and Summarizer). You will rotate through each role from week to week, and will discuss the readings from that particular perspective. In addition each person will write a 2 page summary of their thoughts and reflections of the readings to be handed in each day of the Literature Circle.

8-10 Group members reference role sheets, books, notebooks and extensions to their learning throughout the discussion.

5-7 Group members have roles sheets, books, and notebooks present but extensions to learning are not as evident.

Each member stays on-task throughout the entire discussion. Group protocols of agreements for off-task participants will be made during the first class.

Each member is present throughout the discussion but off-topic discussions derail the learning. Group protocols of agreements for off task participants are made but not applied.

Superior discussion skills are exhibited, everyone contributes, and teamwork is obvious. Thoughtful inquiry into the content area is not only addressed, but extended to classroom applications.

Discussion skills are present. Teamwork is less obvious. Each required content area or chapter is addressed, but the extension to classroom application is minimal.

0-4 Group members are missing and one or more of their materials is absent. Each member is present throughout the discussion but the topic is loosely covered. Group protocols of agreements are not evident. Discussion skills are lacking or team work is not evident. Major components of the content are not addressed and classroom application is disconnected. Explanation and/or textual references for focus of discussion are missing.

Preparation outside of class by members collectively or individually is evident.

The idea of focus for the Preparation outside of class by discussion are explained and supported. Textual reference is members individually is not relevant. present.

A two page summary of the readings will be due for the first three Saturdays.

A two page summary of the readings will be due for the first three Saturdays.

A two page summary of the readings will be due for the first three Saturdays.

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III. Article Review. (10 points) Due: Sept 25th – Please upload under Grades! I will assign each person in your group a particular article for you to read and to summarize. You must read the article and have notes on hand to discuss your readings by Jan 25th. We will use a Kagan structure (Jig-saw) for this assignment as we reflect on brain-based learning and the art of teaching writing. Provide subheadings for the following areas of reflection:  Write a synopsis of the article (approximately 1 page).  Discuss how you think the information is relevant to your career as future educators; (1 page), and;  Finally, discuss how you plan to implement some of the strategies outlined in the article into your own practices. (1-2 pages, for a total of 4 – 5 pages). III. Rubric for Summary of Article – 10 points 8-10 6-8 5-7 Synopses of the article Synopses of article Synopses of article demonstrate demonstrate a personal demonstrate a basic only the very basic understanding of the information. understanding of the understanding of the article and This is not simply a cut and paste information. Many direct in fact, may have missed several description of the relevant points, quotes fill the pages. Several major points. rather, a synopses of the meaning main points of discussion are of the information. A clear, missing from the article. Few, if any, strengths and understanding of the main points weakness are outlined. are evident. You don’t articulate the A clear connection is made various strategies that you Paper is handwritten, spelling between the article and your may be using from this article errors may occur. potential career. in your own classroom teaching. All areas addressed in an articulate manner. IV. Writers Workshop: (30 points): Writing is, as are many things we learn, developmental in nature. For children to learn to write, they need opportunities to experience life, to play with the craft, and to write…and write… and write. A writing workshop allows for students to learn both craft of writing as well as the various components: prewriting, drafting, response, revision, editing and publishing. A) Authors Binder: Part A - 10 Points.  In your own classroom it is not likely that you would grade students’ journal writings. Primarily, your role is to stimulate the student’s interest in the writing process. For the purposes of this class you will be assessed by the clarity of your thoughts, the depths of your writing and your willingness to share. 

Divide your Notebook into the following sections and list via a Table of Content: 1) Name Tag and Reflective Round Circles 2) Pre writing; 3) Drafting; 4) Conferencing; 5) Editing, 6) Publishing; 7) Spontaneous classroom reflections; 8) Article Review; and, 9) Cambournes’ Conditions. At the end of the six weeks you will hand in this binder to be fully graded. Please note: Whatever is not in this binder will not be graded. 4

B) Published Book: Part B - 10 Points. Due: last day of class.  You will create a book using the various components in the writing process (Pre-writing, drafting, conferencing, editing and publishing).  Participating in the process of actually “working through” the various steps of the writing process is as important as the final product. Class time will be allocated for interactively developing each step of writing this book; however, you will also need to spend time on this project outside of class. C) Reaction to writing process and book making: Part C – 10 Points. After you have completed each section of the writing process, i.e. ‘pre-writing, drafting, etc.,’ you will be required to handwrite a page or two (every other line) and submit it the following week.  Once your book is published, review your earlier reflections on each stage and type a 3 page reflection on the overall writing process (pre-writing, drafting, conferencing, editing, and publishing and discuss your strengths and weakness at each of these levels. Rubric for Author’s Binder Part A 8-10 pts Binder is well organized, Table of Content present, and materials readily visible. It is clear that you have put effort into creating this binder which is support you in the future. 

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6 -7 pts Binder is organized one or two reflections are missing. It doesn’t appear that a great deal of effort has gone into creating the notebook. 

All entries are clearly dated, double space, 2-4 (handwriting) pages. Clear evidence of thought and depth is present. You are making connections between the activities and writing in general. Handwriting is legible (however, spelling and grammar will not be assessed.) Writing demonstrates a high degree of creativity, flow, and style. Evidence that you are willing to explore your writing is evident.

All entries may be present, however, one or two entries may also be missing. Entries are dated and named.

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Writing lacks a level depth and clarity.

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Handwriting is scratchy and little improvement is demonstrated during the course.

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Creativity in thought is present, however, writing is stilted and does not demonstrate a great deal of growth during the course.

0 - 5 pts Binder appears to have been ‘thrown together’ at the last minute. Elements are missing from the binder. 

Several entries are missing.

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Writing lacks thought, clarity and depth.

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Handwriting is difficult to read and no improvement is made during the course.

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Writing lacks in style, creativity, humor and depth.

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Rubric for Writing of Book: Part B 8-10 Book is visually very attractive, well bound, and creatively put together. Obvious care and pride exist.

6-7 Book is visually attractive and well bound.

0-5 Book is visually attractive.

Story is unique, well written and creative.

Story is unique and well written.

Story is well written.

Story has a clear beginning, middle and end. A theme persists throughout the story.

Beginning, middle and end are evident. Story line is somewhat clear.

Evidence of a plot, rising action and climax are provided. The story line is exciting and keeps the reader focused. Illustrations are attractive, creative and unique.

Plot, rising action and climax are evident.

Beginning, middle and end are evident. Story line is a little unclear. Plot, rising action and climax are evident.

Illustrations are appropriate to story. Illustrations are attractive.

Illustrations are weak but appropriate to story.

V. WILD & CRAZY Literature Based Thematic Unit: 20 pts. – Group project) A constructionist child-oriented classroom infuses content and literature in meaningful ways. Thematic units, combined with multiculturalism, provide an excellent vehicle in which children are able to choose topics, decide upon their learning, and gain an enriched experience.  

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In your group, collectively choose a unique science or social science topic. This will be use to create a writing thematic unit from (do not use something that has been used in a previous course!). First, create a web of your theme highlighting the particular unit of study you have chosen. Next create five branches, highlighting four different content areas (social studies, science, music, drama, creative writing, language arts etc.) Review the Common Core standards for writing and your local county standards for the rest. Next, as a group, create eight elaborate activities for each of five content areas for a total of 10 activities. Attempt to build activities upon each other. Provide one or two specific learning objectives for each of the activity (use the Common Core or local county standards to justify your activity). Outline any previous knowledge that the student may need to know before beginning this activity. Each of the specific 10 activities need to be written in children’s language and addressed to the student (we will go over this in detail during class). Each person willl choose one activity from each of the different content areas and design a specific rubric for that activity; each rubric should be child-centered and age appropriate. 6

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Once completed, create a display board that is appealing to the eye and suits your science unit. Attach all of your activities to the display board in such a manner that is appealing and child-centered. Provide a list of 10 children’s books that you would use for this thematic unit (bring five for your display).

Rubric for Thematic Unit 

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17-20 Provide a general overview of the unit. Explains the purpose of the unit in a clear and concise manner. Using the Common Core or County Guidelines, outline the student objectives for each of the content areas. The 10 activities are outlined clearly and written in a childcentered age appropriate language. Webb page is evident with either titles for activities or brief description Display board is attractive, creative and highly engaging. Directions are easily to follow. Theme is consistent Information is presented logically and accurately. All four rubrics are present. Unit demonstrates a high level of creativity and originally.

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12-16 Provide a general overview of the unit. Introduction is a weak and does not engage the reader to want to learn more about the unit. Using the Sunshine Standards or county guidelines, student objectives are evident (3 - 5) for each of the five content area. Written plans are typed and legible. Webb page is evident. Display board is attractive and creative. Activities are written in age- appropriate language. Directions are easily to follow. Theme is consistent Information is presented logically and accurately. All areas of the graph are covered. Three to five rubrics are present.

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13 and below Introduction is weak and missing important elements. Written plans are typed and legible. Display board is attractive and creative. Sunshine Standards are noted, although several activities are absent. Activities are not written in ageappropriate language. Directions are easily to follow. Theme is consistent Information is presented logically and accurately. Five to seven rubrics are present. Information is not presented in a clear manner.

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VI – Notebook: 10 Points Rationale: Good writers are firstly, observers of life. We notice what is around us, what people say, unusual events and taking the ordinary and turning it into the extraordinary. The purpose of 7

this assignment is to awaken your senses, broaden your insights and deepen your experiences of noticing life!  Purchase a notebook that is appealing to you; something that you enjoy picking up and pulls you in.  Use the attached handout and make several entries into each of the five sections.  Enjoy discovering something that is ordinary and in your life daily!

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10-8 Your notebook has taken on a life of itself. When one reads through the entries one gets a sense of the depth of thoughts, insights, and observations you have noticed Notebook is attractive Each week two or more entries on each of the five different areas have been written

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Notebook 6-7 Notebook has a personal touch. May lack a level of depth of insights and observations Notebook and entries are complete – although some are entries are missing.

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5 Notebook appears to have that “last second rush” appearance, as if it were put together the night before the last day of classes. Several entries are missing. Lacks any personal touch.

 VII – Reflection on Cambourne’s Conditions of Learning and this course: 5 Points At the end of the semester, individually write a paper outlying how this course and the content, activities i.e. book making and masking making activities, trip to Selby, etc., align with the different “Conditions of Learning” as outlined in the review paper. Place this in your binder.

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Paper is articulate, covers all the Conditions of Learning and demonstrates a knowledge of each condition.

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Connections are made between the various assignments and the Conditions.

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A clear connection has

Conditions of Learning Paper 3-4 

Paper is brief, poor connections are made and evidence of grammatical errors are apparent.

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Clear evidence exist that the conditions were not fully integrated into the paper as examples were not used.

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Little connections are made between the assignments and the Conditions of Learning.

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been made between the various parts of the course and each condition. COURSE EVALUATION: Assignments

Points

Due Date:

1) Attendance and Participation

15

Weekly

2) Reflective Round Robin Circles

10

2nd, 3rd, 4th and 5th week.

3) Article Review

10

July 25th

4) Writers Workshop Part A – Author’s Binder Part B – Published Book Part C – Reaction Paper

10 10 10

Weekly Weekly Due the last day of class.

5) Thematic Unit

20

Due the last day of class

6) Notebook

10

Due the last day of class

5

Due the last day of class

7) Summary of Camborne’s Conditions and this course. Total number of points

100

GRADING SCALE: A+ A AB+ B BC+ C D F

98 – 100 94 – 97 93 90 – 92 87-89 86 84-85 79- 83 70-77 Below 70

4.00 4.00 3.67 3.33 3.00 2.67 2.33 2.00 1.00

TASK STREAM: TaskStream is a web-based electronic portfolio required of students in the College of Education (COE) programs. It provides a way to submit documents, called Critical Tasks to instructors for feedback and assessment. The COE uses these assessments to evaluate 9

candidate progress toward meeting standards set by the Florida Department of Education, the faculty and professional organizations. Further, the COE analyzes data from the assessments and uses the data for program planning in order to ensure continuous improvement. Assignments designated as Critical Tasks must be uploaded to your electronic portfolio on TaskStream and be rated with a mean score of 3 or higher in order to pass the course. Remember, failure to upload the Critical Task may result in a failing grade. Critical Tasks: Assignments designated as Critical Tasks must receive a passing grade in order to pass the course. If you turn in an assignment that receives an unsatisfactory grade, you will be required to redo the assignment. Your initial grade on the assignment will be used to compute your final grade for the course. The Critical Tasks for this course are:  Ethics Training (conducted as part of Orientation to the Final Internship),  Demographic Study  Impact on Pupil Performance Profile (IP3)  Summative evaluations from both the mentor teacher and university supervisor (no score < 3).

Online Proctoring/Proctorio: All students must review the syllabus and the requirements including the online terms and video testing requirements to determine if they wish to remain in the course. Enrollment in the course is an agreement to abide by and accept all terms. Any student may elect to drop or withdraw from this course before the end of the drop/add period. Online exams and quizzes within this course may require online proctoring. Therefore, students will be required to have a webcam (USB or internal) with a microphone when taking an exam or quiz. Students understand that this remote recording device is purchased and controlled by the student and that recordings from any private residence must be done with the permission of any person residing in the residence. To avoid any concerns in this regard, students should select private spaces for the testing. The University library and other academic sites at the University offer secure private settings for recordings and students with concerns may discuss location of an appropriate space for the recordings with their instructor or advisor. Students must ensure that any recordings do not invade any third party privacy rights and accept all responsibility and liability for violations of any third party privacy concerns. Setup information will be provided prior to taking the proctored exam. For additional information about online proctoring you can visit the online proctoring student FAQ. USFSM AND USF SYSTEM POLICIES A. Academic Dishonesty: The University considers any form of plagiarism or cheating on exams, projects, or papers to be unacceptable behavior. Please be sure to review the university’s policy in the USFSM Catalog, the USF System Academic Integrity of Students, and the USF System Student Code of Conduct. B. Academic Disruption: The University does not tolerate behavior that disrupts the learning process. The policy for addressing academic disruption is included with Academic Dishonesty in the USFSM Catalog, USF System Academic Integrity of Students, and the USF System Student Code of Conduct.

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C. Contingency Plans: In the event of an emergency, it may be necessary for USFSM to suspend normal operations. During this time, USFSM may opt to continue delivery of instruction through methods that include but are not limited to: Canvas, online conferencing/collaboration tools, email messaging, and/or an alternate schedule. It is the responsibility of the student to monitor Canvas for each of their classes for course specific communication, as well as the USFSM website, their student email account, and MoBull messages for important general information. The USF hotline at 1 (800) 992-4231 is updated with pre-recorded information during an emergency. See the Campus Police Website for further information. D. Disabilities Accommodation: Students are responsible for registering with the Office of Students with Disabilities Services (SDS) in order to receive academic accommodations. Reasonable notice must be given to the SDS office (typically 5 working days) for accommodations to be arranged. It is the responsibility of the student to provide each instructor with a copy of the official Memo of Accommodation. Contact Information: Disability Coordinator, 941-359-4714, [email protected], http://usfsm.edu/disability-services/ E. Fire Alarm Instructions: At the beginning of each semester please note the emergency exit maps posted in each classroom. These signs are marked with the primary evacuation route (red) and secondary evacuation route (orange) in case the building needs to be evacuated. See Emergency Evacuation Procedures. F. Religious Observances: USFSM recognizes the right of students and faculty to observe major religious holidays. Students who anticipate the necessity of being absent from class for a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second week of classes. Instructors canceling class for a religious observance should have this stated in the syllabus with an appropriate alternative assignment. G. Protection of Students Against Discrimination and Harassment: 1. Sexual Misconduct/Sexual Harassment Reporting: USFSM is committed to providing an environment free from sex discrimination, including sexual harassment and sexual violence (USF System Policy 0004). 2. Other Types of Discrimination and Harassment: USFSM also is committed to providing an environment free from discrimination and harassment based on race, color, marital status, sex, religion, national origin, disability, age, genetic information, sexual orientation, gender identity and expression, or veteran status (USF System Policy 0-007). The Counseling and Wellness Center is a confidential resource where you can talk about incidents of discrimination and harassment, including sexual harassment, gender-based crimes, sexual assault, stalking, and domestic/relationship violence. This confidential resource can help you without having to report your situation to either the Office of Student Rights and Responsibilities (OSSR) or the Office of Diversity, Inclusion, and Equal Opportunity (DIEO), unless you request that they make a report. Please be aware that in compliance with Title IX and under the USF System Policy, educators must report incidents of discrimination and harassment, including sexual harassment, gender-based crimes, sexual assault, stalking, and 11

domestic/relationship violence. If a student discloses any of these situations in class, in papers, or to a faculty member personally, he or she is required to report it to OSSR or DIEO for investigation. Students who are victims or who have knowledge of such discrimination or harassment are encouraged to report it to either OSSR or D I E O . The Deputy Coordinator for USFSM is Dr. Mary Beth Wallace, AVP for Student Success and Engagement, 941-359-4330 or [email protected]. Campus Resources: Counseling Center and Wellness Center 941-487-4254 Victim Advocate (24/7) 941-504-8599 List of off-campus resources: HOPE Family Services: 941-755-6805 Safe Place & Rape Crisis Center (SPARCC) – Sarasota: 941-365-1976 First Call for Help- Manatee: 941-708-6488 Sarasota & North Port 941-366-5025 Manatee Glens: 941-782-4800; 24-hr Hotline 941-708-6059 H. Web Portal Information: Every newly enrolled USF student receives an official USF e-mail account. Students receive official USF correspondence and Canvas course information via that address. The web portal is accessed at http://my.usf.edu

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