ERL 583 Writing Instructions and Integration

In this course, candidates research the four domains of language (reading, writing, speaking, and listening), both receptive vs. expressive, and how they may be applied to the integration of reading and writing in the classroom in order to improve comprehension of grade-level content. Candidates also examine the four key language uses (narrative, inform, argue, explain) in the use of expressive writing, as well as writing in the content areas as a response to reading. Finally, candidates investigate systematic, explicit instruction on the process of writing; sentence and paragraph construction skills, spelling skills, grammar within the context of writing, and text structures for writing. This course includes components of state requirements for certification. 

Credits

3

Outcomes

1. This course will prepare students to:
2. 1. Understand the major skill domains that contribute to written expression (KPS 4G.1)
3. 2. Know/apply in practice considerations for research-based principles for teaching letter formation, both manuscript and cursive. (KPS 4G.2)
4. 3. Know/apply in practice considerations for research-based principles for teaching written spelling and punctuation. (KPS 4G.3)
5. 4. Know/apply in practice considerations for the developmental phases of the writing process. (KPS 4G.4)
6. 5. Know/apply in practice considerations for the appropriate uses of assistive technology in written expression. (KPS 4G.5)
7. 6. Identify and explain aspects of cognition and behavior that affect reading and writing development (KPS 1.4)
8. 7. Demonstrate understanding of the Language Comprehension portion of Scarborough’s Reading Rope (2001) and the many complex and interrelated factors that contribute to skilled reading
9. 8. Analyze the reciprocal nature of background knowledge, vocabulary, and the visual/cognitive process of inference
10. 9. Design a literacy unit plan with a focus on a specific content area (science, social justice, or social studies) topic or theme
11. 10. Design instruction that builds background knowledge for students at varying levels of understanding on a topic or theme
12. 11. Design instruction focused on the acquisition of tier 2 and tier 3 academic vocabulary
13. 12. Acquire print or digital text resources focused on a specific topic or theme at varying degrees of text complexity