READ 4253

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					                                                                                    READ 4253

READ 4253

                          THE READING WRITING CONNECTION

Semester Hours:       3

Semester/Year:        Spring, 2003

Instructor:           Tamra W. Ogletree

Office Location:      Rm. 238, Education Center Annex

Office Hours:         Friday 12:00-5:00 and by appt. (please call)

Telephone:            Office: 770-838-3114


Fax:                  770-836-4612


Prerequisite: Admission to Teacher Education. All courses from Block III must be taken
concurrently with ECED 4251, ECED 4262, MATH 4713, READ 4251.

"An analysis of the ways in which the language and literacy areas of reading and writing are
combined to create and develop literacy and developing learners."


The conceptual framework of the College of Education at UWG forms the basis on which
programs, courses, experiences, and outcomes are created. By incorporating the theme
"Developing Educators for School Improvement," the College assumes responsibility for
preparing educators who can positively influence school improvement through altering
classrooms, schools, and school systems (transformational systemic change). Ten descriptors
(decision makers, leaders, lifelong learners, adaptive, collaborative, culturally sensitive,
empathetic, knowledgeable, proactive, and reflective) are integral components of the conceptual
framework and provide the basis for developing educators who are prepared to improve schools
through strategic change. National principles (INTASC), propositions (NBPTS), and standards
(Learned Societies) also are incorporated as criteria against which candidates are measured.
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The mission of the College of Education is to develop educators who are prepared to function
effectively in diverse educational settings with competencies that are instrumental to planning,
implementing, assessing, and re-evaluating existing or proposed practices. This course's
objectives are related directly to the conceptual framework and appropriate descriptors,
principles, or propositions; and Learned Society standards are identified for each objective. Class
activities and assessments that align with course objectives, course content, and the conceptual
framework are identified in a separate section of the course syllabus.


Students will:

1.   understand the links among literacy theory, research, and practice in terms of effective
     instructional approaches (Heller, 1995; Ruddell, 1999; Tompkins, 2000)
     (D3 Lifelong Learners, D4 Adaptive, D6 Culturally Sensitive, D8 Knowledgeable;
     INTASC 2, 7, 8, 9, 10; ACEI 1.3, 5.4, 6.2, 7.0, 9.0, 10, 13.6);

2.   trace the history of literacy development from colonial times (Alexander, 1988; Manzo &
     Manzo, 1997; Ruddell, 1999)
     (D3 Lifelong Learners, D6 Culturally Sensitive, D8 Knowledgeable; INTASC 1, 2, 4, 7;
     ACEI 9.4, 13.11);

3.   understand meaning making in the reading and writing process (Cramer, 2001, Heller,
     1995; Ruddell, 1999; Tompkins, 2000)
     (D3 Lifelong Learners, D8 Knowledgeable, D9 Proactive, D10 Reflective; INTASC 2, 4, 6,
     7; ACEI 13.1, 13.4, 13.5);

4.   understand the emergence of reading and writing development (Cramer, 2001; Ekwall &
     Shanher, 1989; Ruddell, 1999; Strickland & Morrow, 1989)
     (D3 Lifelong Learners, D4 Adaptive, D6 Culturally Sensitive, D8 Knowledgeable;
     INTASC 1, 2, 3, 7; ACEI 13.1, 13.4, 13.7);

5.   understand the conceptual basis of reading comprehension (Ruddell, 1999; Tompkins,
     2001; Vacca & Vacca, 2002)
     (D3 Lifelong Learners, D8 Knowledgeable; INTASC 2, 7; ACEI 13.1, 13.4);

6.   understand the relationships between reading comprehension and vocabulary development
     (Heller, 1995; Ruddell, 1999; Tompkins, 2001; Vacca & Vacca, 2002)
     (D3 Lifelong Learners, D4 Adaptive, D8 Knowledgeable; INTASC 2, 3, 4, 5, 7;
     ACEI 13.2, 13.3, 13.4, 13.10);

7.   understand the relationships between motivation and literacy development (Cramer &
     Castle, 1994; Hughey & Slack, 2001; Manzo & Manzo, 1997; Ruddell, 1999)
     (D1 Decision Makers, D2 Leaders, D7 Empathetic, D9 Proactive; INTASC 3, 5, 6, 7;
     ACEI 13.10, 13.11, 13.12);
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8.    understand the relationships among reading, writing, and learning subject matter concepts
      (Heller, 1995; Hughey & Slack, 2001; Olson, 1992; Ruddell, 1999; Tompkins, 2000)
      (D3 Lifelong Learners, D4 Adaptive, D5 Collaborative, D8 Knowledgeable; INTASC 2, 3,
      5, 6, 7; ACEI 13.0, 13.6, 13.10);

9.    understand the relationships among language, cultural diversity, and special needs (Ekwall
      & Shanher, 1989; Ruddell, 1999; Tompkins, 2001)
      (D4 Adaptive, D6 Culturally Sensitive, D7 Empathetic; INTASC 3, 5, 6; ACEI 13.7, 13.8);

10.   assess literacy development in the areas of reading and writing (Heller, 1995; Olson, 1992;
      Ruddell, 1999; Tompkins, 2000)
      (D4 Adaptive, D6 Culturally Sensitive, D9 Proactive; INTASC 3, 5, 8; ACEI 5.4, 13.7)


Required Text:

Cunningham, Patricia M. (2000). Reading and Writing in Elementary Classrooms (4th ed.). New
     York: Longman

Alexander, J. E. (Ed.). (1988). Teaching reading (3rd ed.). Glenview, IL: Scott Foresman.
Cramer, E. H. & Castle, M. (Eds.). (1994). Fostering the love of reading: The affective domain
      in reading education. Newark, DE: International Reading Association.
Cramer, R. L. (2001). Creative power: The nature and nurture of children's writing. NY:
Ekwall, E. E., & Shanher, J. L. (1989). Teaching reading in the elementary school (2nd ed.).
      Columbus, OH: Merrill.
Heller, M. F. (1995). Reading-writing connections: From theory to practice. (2nd ed.). NY:
Hughey, J. B. & Slack, C. (2001). Teaching children to write: Theory into practice. Upper
    Saddle River, NJ: Merrill.
Manzo, T. V., & Manzo, U. (1997). Content area literacy: Interactive teaching for active
    learning (2nd ed.). Columbus, OH: Merrill.
Olson, C. B. (1992). Thinking/writing: Fostering critical thinking through writing. New York:
    Harper Collins.
Strickland, D. S. & Morrow, L. M. (Eds.). (1989). Emerging literacy: Young children learn to
    read and write. Newark, DE: International Reading Association.
Tompkins, G. E. (2000). Teaching writing: Balancing process and product (3rd ed.). Columbus,
    OH: Merrill.
Tompkins, G. E. (2001). Literacy for the 21st century: A balanced approach (2nd ed.). Upper
    Saddle River, NJ: Merrill.
Vacca, R. T., & Vacca, J. (2002). Content area reading: Literacy and learning across the
    curriculum (6th ed.). New York: Longman.
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For additional readings, consult the list of references found in the General References section of
the primary text.


Activities and Assessments:

A State University of West Georgia graduate should be able to demonstrate the ability to
interpret and integrate information and the ability to express thoughts coherently in oral and in
written form. This is especially true for educators. Therefore, all out-of-class work should be
proofread for standard English grammar, spelling, capitalization, punctuation, and proper
citations according to APA (5th) guidelines. Written work must be completed in a typed, double-
space format, with Times/Times New Roman font, size 12, and 1-inch margins on all sides
unless otherwise indicated. Projects and papers are due at the beginning of class on the
designated date. Failure to meet deadlines will result in a grade reduction of at least 10% per

   1. Write an original narrative story.
      (Objective #6, 7, 9; skill, disposition; rubric)

   2. Create a puppet to correlate with the narrative story.
      (Objective # 1, 7, 9, skill, disposition; rubric)

   4. Examinations: Two exams will cover the materials and information discussed during the
      semester. See course outline for the dates of these examinations.
      (Objective #1, 2, 5; knowledge; exam)

   5. A thematic alphabet book to use in your future classroom will be produced during this
      semester. You must have a connecting theme for the twenty-six elements of your book.
      You may use any legal means of illustrating your creation, such as computer clip art,
      drawing, painting, photography, cut-paper illustration, etc. A handout will be shared to
      further explain this assignment and numerous examples, both published and student
      made, will be shared by your instructor. Each of you will bring and show your book to
      the rest of the class on the final teaching day of the semester.
      (Objective #6, 7, 8; knowledge, disposition; rubric)

   6. Class presentation: Using a folktale of your choice, you will demonstrate storytelling
      techniques and present a literature web that connects and integrates the story to different
      parts of the curriculum.
      (Objective # 1, 3, 6; knowledge, skills, dispositions; rubric)
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    Professionalism and Participation:

    Throughout the professional literature, it is documented that effective teachers are
    knowledgeable, responsible, enthusiastic, energetic, interactive, cooperative, attentive, and
    participatory and have a sense of efficacy. These same professional behaviors will be
    expected of students enrolled in this course. Students are expected to attend ALL class
    sessions and are accountable for all materials covered. Attendance will be taken every
    class meeting. You are responsible for all information and changes in the course content
    that may occur in your absence. No make-up tests will be allowed. Tardiness and absences
    to class will not be tolerated and will result in a reduction of points from your final grade.
    Projects and papers are due at the beginning of class on the designated date. Failure to
    meet deadlines will result in a grade reduction of 20% per assignment per day. No late
    assignment will be accepted after day 3. Reduction in grade begins 15 minutes after class
    begins on project due date. That day serves as Day 1. Day 2 begins 24 hours after class
    start time. Day 3 begins 48 hours after class start time and ends at 5:00PM on the same day.

Evaluation Procedures:

Activity #1           150 points             rubric
Activity #2           100 points             rubric
Exams                 300 points             exam (150 points each)
Alphabet book         300 points             rubric
Activity #3           150 points             rubric

Grading Policy:

A = 900 - 1000    B = 800 - 899    C = 700 - 799    D = 600 - 699     F = 590 or under

CLASS OUTLINE (Tentative and subject to change at the discretion of the Instructor)

Week 1             Introductions
January 6          Course Overview
                   Storytelling in the classroom
                   Chapter 1 Cunningham

Week 2             Chapter 2 Cunningham
January 13         Narrative Writing

Week 3             No class—MLK Holiday
January 20

Week 4             Folktale and Web Presentation
January 27
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Weeks 5-9          Field Experience

Week 10            Chapter 3 Cunningham
March 10           Biographical Writing

Week 11            No Class—Spring Break
March 17

Week 12            Midterm
March 24           Chapter 4 Cunningham

Week 13            Chapter 5 Cunningham
March 31           Narrative Story and Puppet due

Week 14            Chapter 6 Cunningham
April 7            Journal Writing

Week 15           Chapter 7 Cunningham
April 14          Expository Writing
                  Persuasive Writing

Week 16            Chapter 8 Cunningham
April 21           Poetry Writing

Week 17           Final Exam
April 28          Alphabet Book Presentation
                  Course Evaluations


Students are expected to adhere to the highest standards of academic honesty. Plagiarism occurs
when a student uses or purchases ghost-written papers. It also occurs when a student utilizes the
ideas of or information obtained from another person without giving credit to that person. If
plagiarism or another act of academic dishonest occurs, it will be dealt with in accordance with
the academic misconduct policy as stated in The Uncatalog, Undergraduate Catalog, and
Graduate Catalog.
READ 4253

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