Jun 19, 2019  
2018-2019 Undergraduate Catalog 
    
2018-2019 Undergraduate Catalog [ARCHIVED CATALOG]

[Add to Portfolio]

ENG 429 - Teaching Writing in Middle-level Humanities


Description:
Teacher candidates prepare as teachers of writing for the middle grades. Candidates align standards, content pedagog, and developmentally responsive teaching in middle level humanities. Course requires intensive writing in the humanities across Common Core genres.

Credits: (5)

Learner Outcomes:
Upon successful completion of this course, the student will be able to:

  • Demonstrate knowledge of reading, writing, and communication as developmental processes.
  • Demonstrate knowledge of current state standards (EALRs, GLEs) and [CCSS: Common Core State Standards] in writing.
  • Demonstrate knowledge of the writing process, its components (prewriting, drafting, revising, editing, publishing), and its recursive, interactive, and collaborative nature.
  • Demonstrate knowledge of the traits of effective writing (ideas, organization, voice, word choice, sentence structure, conventions, and presentation).
  • Demonstrate knowledge of the role and interaction of audience, purpose, and form.
  • Demonstrate knowledge of current state standards (EALRs, GLEs, CCSS) in communication.
  • Demonstrate knowledge of the interrelationships of reading and writing, and listening and speaking.
  • Model meta-cognition through the use of think-alouds and read-alouds.
  • Integrate higher level thinking skills into lesson designs.
  • Model and scaffold meta-cognitive processes for a wide variety of tasks and text.
  • Model and scaffold the writing process, its components (prewriting, drafting, revising, editing, publishing), and its recursive, interactive, and collaborative nature.
  • Model and scaffold the traits of effective writing (ideas, organization, voice, word choice, sentence structure, and conventions).
  • Demonstrate a variety of ways to incorporate opportunities for students to use oral communication and presentation.
  • Support discussion of controversial issues by emphasizing and modeling the importance of evidence, objectivity, active listening, and mutual respect.
  • Demonstrate ongoing and long-term monitoring of student progress in social studies and language arts content and skills.
  • Document and communicate students’ progress toward the GLEs and [CCSS] for social studies, reading, writing, and communication using multiple sources of evidence (qualitative and quantitative evidence).
  • Interpret assessment results to inform instruction.



[Add to Portfolio]