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    • "...writing teaches writers how to write— and how not to write" (Gallagher & Lee, 2008, p. 3).

    • "Sometimes the ideas just come to me. Other times I have to sweat and almost bleed to make ideas come. It's a mysterious process, but I hope I never find out exactly how it works" (J.K. Rowling)

Overview

This is the EDU 535 course home page and it is divided into 4 sections. On this wikipage, you will find: 1.) course information; 2.) the topics of the course and links to lessons taught in class, 3.) the course syllabus & 4.) wikispaces help

Section 1

^ Jun 22, 2015 - Jul 17, 2015
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Section 2 - Topical Calendar

Week 1: June 23 - 25 | Week 2: June 30 - July 1 - 2 | Week 3: July 7 - 9 | Week 4: July 14 - 16
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Week 1: June 23 - 25, Writing for Grades K - 2
kid writing.png23 - 1.) Base Camp - Setup Your Learning for this course; & 2.) "Big Paper" (Edmister, Staples, Huber, & Garrett, 2013)
(all links in this section will open in a new tab - close each tab when you are done with them)
Due Date: 6/30/2015 by 23:59:59
  • A. Base Camp
  • B. "Big Paper" (Edminster et al., 2013) Research & Writing
    • (i.) "Big Paper began with a teacher in a Head Start preschool classroom as a way to engage all of her students, some of whom had behavioral, intellectual, and/or mild physical disabilities, in an inclusive, constructive, developmentally appropriate writing activity." (Edminster et al., 2013, p. 26) - you can read more by clicking here -

  • C. 120 Minutes of Analyzing Common Core Writing Standards
    • (i.) Analyze the Common Core Writing Learning Standards by using a learning technique called "Writing to Learn"
    • (ii.) Join the Literacy Wiki in order to post your writing - click here to join - close the tab after you joined. You will only have to join the wiki once.
    • (iii.) Click on this link - Write to Learn the Writing Standards - to get started

24 - Production and Distribution of Writing
Due Date: 6/30/2015 by 23:59:59
  • A. "Storytelling as a Way into Writing in Kindergarten" (Horn, 2005) Research & Writing
    • (i.) "Many children come to school telling stories. Some do not. Most, however, come to school talking, and I believe that if you can talk, you can tell a story." (Horn, 2005, p. 35) - you can read more by clicking here -

  • B. 120 Minutes of Analyzing Common Core Writing Standards
    • (i.) Analyze the Common Core Writing Learning Standards by using a learning technique called "Writing to Learn"
    • (ii.) Click on this link - Write to Learn the Writing Standards - to get started

25 - Research to Build and Present Knowledge
Due Date: 6/30/2015 by 23:59:59
  • A. "The Language of Mathematics" (Bruun, Diaz, & Dykes, 2015) + "Vocabulary Intervention for Kindergarten Students: Comparing Extended Instruction to Embedded Instruction and Incidental Exposure" (Coyne, McCoach, & Kapp, 2007) Research & Writing
    • (i.) "Vocabulary instruction is as important to math comprehension as it is to reading comprehension, especially because so much of today’s math instruction and testing are administered using story problems. No longer are students expected to calculate a numerical problem only. " (Brunn et al., 2015, p. 532)
    • (ii.) "Children begin kindergarten with important differences in vocabulary knowledge. While some children enter schools with thousands of hours of exposures to books and a wealth of rich and supportive oral language experiences, others begin school with very limited knowledge of language and word meanings (Hart & Risley,1995; National ResearchCouncil, 1998) (as cited in Coyne et al., 2007, p. 74)
    • (iii.) - you can read more about these ideas by clicking here -

  • B. 120 Minutes of Analyzing Common Core Writing Standards
    • (i.) Analyze the Common Core Writing Learning Standards by using a learning technique called "Writing to Learn"
    • (ii.) Click on this link - Write to Learn the Writing Standards - to get started


Week 2: July 1 - 2, Writing for Grades 3 - 5

IMG_0059.jpg1 - Text Types and Purposes (3 - 5)
Due Date:7/8/2015 by 23:59:59
  • A. "Drawing to support writing development in English language learners
  • B. 120 Minutes of Analyzing Common Core Writing Standards
    • (i.) Analyze the Common Core Writing Learning Standards by using a learning technique called "Writing to Learn"
    • (ii.) PLEASE READ:
      • 1.) Do not start new posts
      • 2.) Make sure you are writing for 10 minutes and not just writing to respond to a writing prompt
    • (ii.) Click on this link - Write to Learn the Writing Standards - to get started
2 - Production and Distribution of Writing (3 - 5)
Due Date: 7/8/2015 by 23:59:59
  • A. "Collaborative Blogging as a Means to Develop Elementary Expository Writing Skills"
    • (i.) "...collaborative blogging improved students’ attitudes toward writing. Feedback generated from the collaboration, rather than the use of technology itself, increased students’ motivation to write."(Drexler, Dawson, Ferdig, 2007, p. 14) - you can read more about this by clicking here -

  • B. 120 Minutes of Analyzing Common Core Writing Standards
    • (i.) Analyze the Common Core Writing Learning Standards by using a learning technique called "Writing to Learn"
    • (ii.) Click on this link - Write to Learn the Writing Standards - to get started


Week 3: July 7 - 9, Writing for Grades 3 - 8

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7- Research to Build and Present Knowledge (3 - 5)
Due Date: 7/14/2015 by 23:59:59
    • A. 120 Minutes of Analyzing Common Core Writing Standards
      • (i.) Analyze the Common Core Writing Learning Standards by using a learning technique called "Writing to Learn"
      • (ii.) Click on this link - Write to Learn the Writing Standards - to get started

  • B. Learning Science Vocabulary Through Writing & Drawing
    • (i.) Read about an elaboration strategy called an analogy on how it helps students learn science concepts
    • "One way to make abstract concepts more concrete is to use analogies. Analogies compare a known concept or idea, referred to as the analog, to a lesser-known concept or idea, referred to as the target (Orgill and Thomas 2007)." (as cited in Hermann & Miranda, 2013, p. 52) - you can read more about this by clicking here -

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8 - Text Types and Purposes (6 - 8)
Due Date:7/14/2015 by 23:59:59
  • A. 120 Minutes of Analyzing Common Core Writing Standards
    • (i.) Analyze the Common Core Writing Learning Standards by using a learning technique called "Writing to Learn"
    • (ii.) Click on this link - Write to Learn the Writing Standards - to get started

  • B. Teaching Writers through a Unit of Study Approach Using Rhetorical Analysis
    • (i.) When students conduct a rhetorical analysis of an author's writing, they:
      • (1.) study texts
      • (2.) read the work of authors so that they can see the choices that the authors made
      • (3.) understand that authors make decisions about what they write
      • (4.) understand that authors could have made other decisions
      • (5.) realize that texts can be revised
      • (6.) realize that texts could always be something more or less than what they are
      • (7.) You can read more about Rhetorical Analysis when you click this link

    • (ii.) "A unit of study offers a predictable format of instructional practices for studying writing. It is based on a two-fold goal: students learn about a product (such as a memoir) or writing process (such as revision) while also learning how to study writing in general." (Morgan, 2012, p. 32) - you can read more about this by clicking here -

    • (iii.) Apply Rhetorical Analysis to a Study of articles found in the math journal Teaching Children Mathematics - you can do this by clicking here -

9 - Production and Distribution of Writing (6- 8)
Due Date: 7/14/2015 by 23:59:59
  • A. 120 Minutes of Analyzing Common Core Writing Standards
    • (i.) Analyze the Common Core Writing Learning Standards by using a learning technique called "Writing to Learn"
    • (ii.) Click on this link - Write to Learn the Writing Standards - to get started

  • B. Teaching Writing Strategies to Middle School Students with Disabilities
    • (i.) "One reason for the poor writing performance of students with disabilities is that they use an approach to writing that minimizes the role of planning (Graham & Harris, 1996; Thomas, Englert, & Gregg, 1987) (as cited in Monroe & Troia, 2006, p. 21) - you can read more about this by clicking here -


Week 4: July 14 - 16, Writing for Grades 6 - 12
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14- Research to Build and Present Knowledge (6 - 8)
Due Date: 7/17/2015 by 23:59:59
  • A.. 120 Minutes of Analyzing Common Core Writing Standards
    • (i.) Analyze the Common Core Writing Learning Standards by using a learning technique called "Writing to Learn"
    • (ii.) Click on this link - Write to Learn the Writing Standards - to get started

  • B. Writing in Middle School and High School Social Studies Classrooms
    • (i.) "Learning to write analytic genres may be particularly challenging for middle grade students because of the infrequency with which they are tasked with producing these types of texts." (Lawrence, Galloway, Yim & Lin 2013) - you can read more about this by clicking here -

15 - Text Types and Purposes (9 - 12)
Due Date: 7/17/2015 by 23:59:59
  • A. 120 Minutes of Analyzing Common Core Writing Standards
    • (i.) Analyze the Common Core Writing Learning Standards by using a learning technique called "Writing to Learn"
    • (ii.) Click on this link - Write to Learn the Writing Standards - to get started

  • B. Improving the persuasive essay writing of high school students with ADHD
    • (i.) "Students with attention deficit hyperactivity disorder (ADHD) often experience serious academic deficits. One area that is particularly problematic is written expression. This study assesses the effectiveness of a persuasive essay-writing strategy taught by using the self-regulated strategy development model on the writing skills of 3 high school students with ADHD." (Jacobson & Reid, 2010) - you can learn about this by clicking here -

  • C. Evaluate Your Writing Partner's Opinion Essay and Mine. Please scroll down to section 6 in red for directions - you can do that by clicking here -

16 - Production and Distribution of Writing (9 - 12)
Due Date: 7/17/2015 by 23:59:59
  • A. 120 Minutes of Analyzing Common Core Writing Standards
    • (i.) Analyze the Common Core Writing Learning Standards by using a learning technique called "Writing to Learn"
    • (ii.) Click on this link - Write to Learn the Writing Standards - to get started

  • B. Improving the Writing Performance of High School Students with Attention Deficit/Hyperactivity Disorder and Writing Difficulties
    • (i.) "This study examined the effectiveness of persuasive writing instruction using the Self-Regulated Strategy Development (SRSD) model with high school students identified with attention deficit/hyperactivity disorder (ADHD)." (Jacobson & Reid, 2012, p. 218) - you can learn about this by clicking here -

  • C. Provide Explanatory Feedback for Your Writing Partner - Please scroll down to section 7 in green -you can do that by clicking here -


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17 - Research to Build and Present Knowledge (9 - 12)
Due Date: 7/17/2015 by 23:59:59
  • A. Improving the Writing Performance of High School Students with Attention Deficit/Hyperactivity Disorder and Writing Difficulties
    • (i.) "This study examined the effectiveness of persuasive writing instruction using the Self-Regulated Strategy Development (SRSD) model with high school students identified with attention deficit/hyperactivity disorder (ADHD)." (Jacobson & Reid, 2012, p. 218)

  • B. 120 Minutes of Analyzing Common Core Writing Standards
    • (i.) Analyze the Common Core Writing Learning Standards by using a learning technique called "Writing to Learn"
    • (ii.) Click on this link - Write to Learn the Writing Standards - to get started


Section 3

  • Syllabus


  • (the wikipage is the syllabus)

  • References

  • Adoniou, M. (2013). Drawing to support writing development in English language learners. Language and Education, 27(3), 261–277.

  • Bruun, F., Diaz, J. M., & Dykes, V. J. (2015). The Language of Mathematics. Teaching Children Mathematics, 21(9), 530.

  • Coyne, M. D., McCoach, B. D., & Kapp, S. (2007). Vocabulary Intervention for Kindergarten Students: Comparing Extended Instruction to Embedded Instruction and Incidental Exposure. Learning Disability Quarterly, 30(2), 74 – 88.

  • Drexler, W., Dawson, K., & Ferdig, R. E. (2007). Collaborative blogging as a means to develop elementary expository writing skills. Electronic Journal for the Integration of Technology in Education, 6, 140–160.

  • Edmister, E., Staples, A., Huber, B., & Garrett, J. W. (2013). Creating Writing Opportunities for Young Children. Young Exceptional Children, 16(3), 24–35.

  • Hermann, R. S., & Miranda, R. J. (2013). From cars to creatures: converting analogies into student-centered activities. The Science Teacher, 80(7), 51.

  • Horn, M. (2005). Listening to Nysia: Storytelling as a Way into Writing in Kindergarten. Language Arts [H.W. Wilson - EDUC], 83(1), 33.

  • Monroe, B. W., & Troia, G. A. (2006). Teaching Writing Strategies to Middle School Students with Disabilities. The Journal of Educational Research, 100(1), 21–33.

  • Morgan, D. N. (2012). Teaching Writers through a Unit of Study Approach. Voices from the Middle, 19(3), 32.


Section 4


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