School of Education Mission Statement

Educating for Nevadas Future

The mission of Nevada State College School of Education is to prepare highly qualified,
culturally responsive professionals. We accomplish this through effective pedagogy, state of the
art technology, clinical experiences, scholarly inquiry, and community partnerships. Our
graduates ill !e critical thin"ers ho contri!ute to a glo!al, democratic society.
Instructor Information
Semester# Summer $%&'
(ay)Time# *une +% to ,ugust -
.ocation# Online
Credit# + credits
Office /ours# ,s needed !y appointment
Email ) Telephone# roxanne.stansbury@nsc.edu
Course Description
The NSC Catalog descri!es this course as follos#
Teaching Writing ,cross School Curriculum 0+ credits1# 2ntroduction to current theories and
practices in the teaching of riting. 3ocus on riting for learning in all su!4ect areas. Students
ill revie the riting process, including assessment and conferencing strategies. 5re6
requisite0s1# E(7. ''$ and admission to the Teacher 5reparation 5rogram. 05re6requisites do
not apply to ,lternative 7oute to .icensure ma4ors.1
Course Materials
Text!oo" name)edition# 89& Traits of Writing# The Complete :uide 0+
rd
edition1
,uthor0s1# Culham, 7uth
5u!lisher# Scholastic
2S;N# <=-%'+<$-%+-<
Outcomes and Standards
1
CO>7SE S?..,;>S
Teaching Writing ,cross School Curriculum
E(7. '$= %&
7oxanne Stans!ury
NSC School of
Education
Program
Outcomes (SOE
IN!"SC
Standards
(IN!"SC
Professional
Standards
SOE &. 2ntellectual
Curiosity and Critical
Thin"ing
SOE $. Evidence6
;ased 5ractice
SOE +. 3amily
Engagement
SOE '. Ethical
5ractice
SOE @. Educational
Technology
SOE 8. (iversity
2NT,SC &. .earner
(evelopment
2NT,SC $. .earning
(ifferences
2NT,SC +. .earning
Environments
2NT,SC '. Content
Anoledge
2NT,SC @.
,pplication of Content
2NT,SC 8.
,ssessment
2NT,SC =. 5lanning
for 2nstruction
2NT,SC -.
2nstructional Strategies
2NT,SC <.
5rofessional .earning
and Ethical 5ractice
2NT,SC &%.
.eadership and
Colla!oration
International #eading "ssociations Standards $I#"% for Elementar&
Classroom Professionals
Standard &# 3oundational Anoledge is the core of preparing individuals
for roles in the reading profession.

Standard $# The Curriculum and 2nstruction Standard recogniBes the need
to prepare educators ho have a deep understanding and "noledge of the
elements of a !alanced and integrated literacy curriculum.
Standard +# This ,ssessment and Evaluation Standard recogniBes the need
prepare teachers for using a variety of assessment tools and practices to
plan and evaluate effective reading and riting instruction.
Standard '# The (iversity Standard focuses on the need to prepare
teachers to !uild and engage their students in a curriculum that places
value on the diversity that exists in our society.
Standard @# The .iterate Environment standard focuses on the need for
candidates to create a literate environment that meets the diverse needs of
students and facilitates connections across content areas.
.
Standard 8# The 5rofessional .earning and .eadership Standard is !ased
upon a commitment to lifelong learning !y all professionals through
communication and colla!oration.
Course O'(ectives
>pon successful completion of this course, students ill#
>se assessment information to plan, evaluate, and revise effective instruction that meets
the needs of all students including those at different developmental stages and those from
differing cultural and linguistic !ac"grounds. 0SOE $C 2NT,SC 8, +1
Dodel reading and riting enthusiastically as valued lifelong activities. 0SOE &C 2NT,SC
<, 81
(emonstrate quality riting for each step of the 89& riting traits. 0SOE $C 2NT,SC @,
$1
Conduct a thin" aloud hile modeling quality riting. 0SOE $C 2NT,SC -, '1
(emonstrate the differences !eteen shared and modeled riting. 0SOE $C 2NT,SC -, '1
(ifferentiate hole6group, small6group, and individual instruction and assessment. 0SOE
$C 2NT,SC $, @1
>se technology resources to assist in the preriting and pu!lishing stages of the riting
process. 0SOE @C 2NT,SC -, '1
Create and use a variety of ru!rics. 0SOE $C 2NT,SC 8, +1
2
Dodel effective techniques of communicating ith parents, colleagues, administrators,
and students. 0SOE +C 2NT,SC <, 81
>se studentsE interests, reading a!ilities, and !ac"grounds as foundations for the reading
and riting program. 0SOE $C 2NT,SC &, &1
>pon successful completion of this course, students ill !e introduced to the folloing
"noledge and s"ill#
(esign and adapt materials for learning and teaching to stimulate, support, and challenge
students to higher levels of thin"ing.
5lace students along a developmental continuum and identify studentsE proficiencies and
difficulties.
(emonstrate the a!ility to manage classroom procedures and organiBe the physical space
in the classroom hen developing and teaching a lesson.
,pply individual and hole6group classroom management techniques.
>se a ide range of assessment tools to gain a comprehensive understanding of studentEs
strengths and ea"nesses in comprehension, fluency, voca!ulary, riting, and decoding.
2ntegrate riting and reading comprehension standards in a direct instruction lesson plan.
(emonstrate the a!ility to question students effectively and motivate their contri!utions
to teacher6lead and independent discussions.
Dodel the implementation of creative and imaginative strategies for teaching riting
lessons that allo students to acquire content "noledge from different points of vie.
7eflect on implementation of instructional practices to improve future instruction.
>se class materials and assignments as supporting documents in professional portfolios.
>se o!servations of elementary school culture, studentEs needs, student diversity, and
teaching techniques for further development of educational philosophy.
Course "ssignments and Evaluation
ASSIGNMENTS POINT VALUE PERCENTAGE
Colleague (iscussion ;oards
Welcome post and ice!rea"er response
Evaluating student riting
;rainstorming 7,3T ideas
Folcano article Thin"ing Dap activity
Text Selection 5ro4ect
Each discussion
!oard is orth @
points for a total of
$@ points
$%G
HuiBBes#
Writing Traits I 2deas J OrganiBation HuiB &
Writing Traits I Foice J Word Choice HuiB $
Writing Traits IConventions J Sentence 3luency HuiB +
3inal Exam I The Writing 5rocess
Each quiB is &%
points each for a
total of '% points.
$%G
3
7eflections I Open 7esponses
5ersuasive !log 6hy your school should adopt the 89&
Writing Traits frameor".
7eflection 7esponse# /o can 2 help my students generate
and ela!orate on ideas in their ritingK
7eflection 7esponse# /o can teachers ma"e the editing
and revising stages of riting engaging and meaningful
for studentsK
Each reflection is
or" &% points for a
total of +% points
$%G
,ssignments#
Classification of riting instruction components
assignment
,nalyBing and responding to student riting assignment
.esson plan sequence for ho to teach an assigned
riting form
Conferencing script assignment
,dapting a given riting lesson plan to include
technology integration.
Each assignment is
orth &% points for
a total of @% points $%G
LLLAey 5erformance used for program assessment# Dini6portfolio
consisting of lesson plans for the M8 9 & Writing TraitsN, including
a self6evaluation and peer evaluation
$% pts. $%G
Plagiarism and Cheating
5lagiarism involves directly quoting, summariBing, or paraphrasing the or" of others ithout
specific indication of sources, or handing in or" that is not the studentOs on. Cheating is the
unauthoriBed giving or receiving of information in examinations or other exercises. !he grade of
)*) or )F) +ill 'e given for an& assignment in +hich plagiarism or cheating is discovered,
This grade ill seriously affect the final grade in the course. Evidence of such dishonesty ill !e
"ept on file, and ill not !e returned to the student. 2nstructors have the responsi!ility to report
such incidents to the (ean. Serious penalties may !e imposed, depending on the nature of the
incident.
School of Education -rading Scale
<'6&%% ,
<%6<+ ,6
-=6-< ;9
-+6-8 ;
-%6-$ ;6
==6=< C9
=+6=8 C
=%6=$ C6
8=68< (9
8+688 (
8%68$ (6
@<6;elo 3
Professional Dispositions
Teacher and Speech 5athology candidates at Nevada State College are expected to demonstrate
4
!ehaviors that are indicative of the folloing dispositions characteristic of effective teachers and
S.5Es. The candidate shos a disposition toard and commitment to each of the folloing#
&. Daintains a positive attitude during class, field or", clinical settings and all other
educational environments.
$. 2s punctual to and attends the duration of class, field or" assignments, therapy sessions
and scheduled meetings.
+. 2s honest, trustorthy, and respectful in communications and interactions ith others.
'. (emonstrates ethical !ehavior and maintains confidentiality regarding student
information and communications.
@. Online discourse and participation in classroom discussion are respectful, tolerant of, and
responsive to ideas and vies of others.
8. .oo"s for solutions to pro!lems versus engaging in a pattern of negative !ehavior.
=. 5rovides equita!le learning opportunities for all students, for example, student does not
dominate class discussions and)or instructorEs time.
-. Communication and)or actions do not discriminate against any group.
<. ,ppearance, grooming and personal hygiene are appropriate for or"ing in the school
setting.
&%. >ses constructive feed!ac" from instructor or peers to improve s"ills.
&&. ,ppropriate interaction ith school age children during field or" and student teaching.
&$. >ses sound 4udgment and thoughtful decision ma"ing ith consideration of the
consequences.
&+. Colla!orates ith peers to improve overall learning of students.
&'. Ta"es initiative and responsi!ility for oneEs on learning.
Schedule
Date !opics. "ctivities. "ssignments #eadings/Materials
Due Dates 0 !imes
,ssignments due Saturday !y
midnight
Wee" &
;eginning
*une +%th
2ntroduction
Cementing your 5hilosophy
of Writing 2nstruction
5edagogy
;ig picture of riting
instruction
Overvie of the Six Writing
Traits
Writing Sample ,ssessment#
2nter6rater 7elia!ility
7ationale for >sing MSix
Writing TraitsN as
assessment language.
7ead# 8 9 & Traits of Writing
2ntroduction# The Traits and
Chapter &# The Weave of
,ssessment and 2nstruction pp. =6+$

,rticle# Ten Reasons to Make Six-
Trait Writing Part of Your
Instruction
(ue# *uly @
th

&. Welcome post and
ice!rea"er response
$. 5ersuasive !log 6hy
your school should adopt
the 89& Writing Traits
frameor".
+. Classification of
riting instruction
components assignment
'. Evaluating student
riting6 discussion
5
!oard
Wee" $
;eginning
*uly =th
7esponding to riting
2ntroduction to the WriterEs
Wor"shop
Writing Traits# 2deas J
OrganiBation
Strategy 3ocus# 7,3TS
Writing Tool# Thin"ing
Daps
Notema"ing versus Note
Ta"ing
7evie the M7esponding to Student
WritingN charts in 8 9 & Traits of
Writing.
2deas I page @%
OrganiBation I pg. -=
Foice I p. &$+
Word Choice I p. &@=
Sentence 3luency I p. &<'
Conventions I p. $+=
8 9 & Traits of Writing.
Chapter +# OrganiBation pp. 8-6<<
Chapter $# 2deas pp. ++68= and
7,3TS 5oer5oint J Fideo
Thin"ing Daps 5oer5oint
Notema"ing 5oer5oint
(ue *uly &$
th

&. 7eflection 7esponse#
/o can 2 help my
students generate and
ela!orate on ideas in
their ritingK
$. Writing Traits HuiB &
+. (iscussion !oard 6
7,3TS.
'. ,nalyBing and
responding to student
riting assignment
Wee" +
;eginning
*uly &'th
(irect instruction lesson
planning
Writing Traits# Foice J
Word Choice
Strategies# Foice in ,rt,
2llustrate the Trait, Huic"
(ra)Huic" Write, 5oer of
the Detaphor.
Writing Tool# Word Walls

7ead# 8 9 & Traits of Writing
Chapter '# Foice pp. &%%6&+-
Chapter @# Word Choice pp. &+<6&=@
(ue *uly &<
th

&. (iscussion ;oard#
Folcano article Thin"ing
Dap activity
$. .esson plan sequence
for ho to teach the
riting form from the
proposed 7,3T in ee"
+. Writing Traits I Foice
J Word Choice HuiB $
6
Wee" '
;eginning
*uly $&st
Writing Traits# Conventions
and Sentence 3luency
Text selections
The art of teaching poetry
Conferencing J 5lanning
(ifferentiated 2nstruction
and the WriterEs Wor"shop
Editing J 7evising
7evie the Conferencing
5oer5oint
7evising J Editing video
http://www.learner.org/wo
rkshops/teachreading35/cla
ssrooms/cv4.html
,rticle# The Writers Toolbox: Five
Tools for Active Revision Instruction
!y .aura /arper
7ead# 1 2 3 !raits of 4riting
Chapter 8# Sentence 3luency pp.
&=86$&&
Chapter =# Conventions
pp. $&$6$'8
Conventions 5oer5oint
(ue *uly $8
th

&. 7eflection 7esponse I
/o can teachers ma"e
the editing and revising
stages of riting
engaging and
meaningful for studentsK
$. Conferencing script
assignment
+. Text Selection 5ro4ect
Wee" @
;eginning
*uly $-th
Em!edding technology into
the riterEs or"shop
We! $.% and the Writing
Teacher# ,nimoto, ;logs,
5reBis, :logsters, andi5ad
apps
Technology application I
aligning a technology tool
ith a component of riting
curriculum ith the goal of
accelerating student
learning.
Excerpt from MWriting in the (igital
,geN
(ue ,ugust $nd
&. Writing Traits I
Conventions J Sentence
3luency HuiB +
$. ,dapting a given
riting lesson plan to
include technology
integration.
+. Su!mit the mini6
portfolio consisting of
lesson plans for the six
plus one riting traits
7
Wee" 8
;eginning
,ugust 'th
Writing portfolios I lesson
planning tools
7eflecting on your teaching
3inal ,ssessment
Titter resources for riting
teachers
(ue ,ugust <
th

&. Complete the self6
evaluation form for your
mini6riting portfolio
$. Evaluate a partnerPs
mini6riting portfolio
using the peer evaluation
ru!ric.
+. Ta"e the online final
exam.
8