COLLEGE OF EDUCATION



COLLEGE OF EDUCATION

UNDERGRADUATE DEPARTMENTAL COURSE SYLLABUS

The College of Education is dedicated to the ideals of Collaboration, Academic Excellence, Research, and Ethics/Diversity (CARE).  These are key tenets in the Conceptual Framework of the College of Education.  Competence in these ideals will provide candidates in educator preparation programs with skills, knowledge, and dispositions to be successful in the schools of today and tomorrow. 

1. Course Prefix and Number: LAE 4314.902F13 Credit Hours: 3

2. Course Title: Teaching Writing in the Elementary School, K-6

[Soon to be renamed: LAE4315: Teaching Writing: Composing Print and Multimodal Texts Across the Elementary Curriculum]

3. Instructor: Anne W. Anderson, M.A. * awanderson@mail.usf.edu

Class Meets: Wednesdays, 5:15-8 p.m. beginning August 28, EDU 317

Office Hours: Mondays & Wednesdays, by appointment

Email me or call the EDU office at (813) 974-3460

4. Course Prerequisites (if any): None [LAE 4420: Teaching Children's Literature: Developing Literary Appreciation, Global Perspectives, and Knowledge of Text Structures]

5. Course Description:

The purpose of this course is for teacher candidates to (1) identify the traits of children’s written, visual, and media-based products, (2) assess and support children’s developmental progression of writing processes or strategies, and (3) demonstrate effective instructional strategies for teaching multimodal composing across discipline-specific genres.

6. Course Goals and Objectives:

List major goals and related objective (student learning outcomes) that will be taught and assessed in the course. They should reflect the knowledge, skills, and/or dispositions students will have learned at the conclusion of the course. After each objective, in parentheses, list the standards that are addressed. Include Florida Educator Accomplished Practices (FEAP), Conceptual Framework (CF), Professional Standards (depends on professional association), Competencies and Skills Required for Teacher Certification in Florida (CS), English Speakers of Other Languages (ESOL), and Florida Reading Endorsement Competencies (FRC). (example: FEAP 5, 9; CF 2, 5, 6; NASPE 4; CS 7; ESOL 1; FRC 1.A.1).

a. Identify the developmental acquisition of writing as a multi-symbolic process for children who are L1 (first language) and L2 (second language) English language learners.

• (FEAP 2d, CF 2, 5, IRA 1.1, 4.1, ACEI 2.1, 3.2, FRC 1B3:, CS: 3.1)

b. Use analytic assessment methods to identify the traits of children’s written products (e.g., idea development, organization, voice, word choice, sentence fluency, conventions, and presentation).

• (FEAP 1e, 4c, CF 2, IRA 1.3, ACEI 4.0, FRC 1E4, 1F5:, CS 3.5, 3.6, 3.7)

c. Evaluate children’s written texts with fairness, consistency, and accuracy.

• (FEAP 2f, CF 5, IRA 1.3, ACEI 4.0, ESOL 3.5, CS 3.5)

d. Use observational methods to identify children’s composing strategies (e.g., talking, drawing, playing, planning, revising, editing).

• (FEAP 4a, CF, IRA 1.1, 1.3, 4.1, ACEI 1.0, FRC 1B3, 1G4:, CS 3.2)

e. Provide children with specific oral and written feedback based on standard, research-based criteria for evaluating children’s writing processes and products.

• (FEAP 3i, 4e, CF 2, IRA 1.3, 6.4: CS 3.5,)

f. Design lessons and demonstrate effective instructional techniques for teaching discipline-specific writing tasks (i.e., genres, text structures, modes) for various purposes.

• (FEAP 1c, CF 2, IRA 2.1, 2.2, FRC 1F4: CS 3.3, 3.4, 3.7,)

g. Design and implement lessons in which children discover and present interesting and accurate information about discipline-specific concepts.

• (FEAP 1c, 1f, CF 2, IRA 2.1, FRC 1F4, 1F5: CS 3.4,)

h. Design and implement lessons in which children demonstrate strong research and writing skills to build and present knowledge.

• (FEAP 1c, 1f, CF 2, 3, IRA 2.1, FRC: CS 3.1, 3.4, 5.3, 6.2, 6.3,)

i. Design and implement lessons that support children’s multimodal composing strategies (e.g., talking, drawing, playing, planning, revising, editing) and encourage multimedia product development for distribution of information to wider audiences.

• (FEAP 1c, 1f, CF 3, IRA 2.1, 2.3, , FRC 2B1, 5.15: CS 5.3, 6.1, 6.3)

j. Select and use quality children’s literature, and other print, digital, and online resources as exemplars of various text types and sources of enjoyment, motivation, and knowledge.

• (FEAP 3g, CF 2, 3, IRA 2.3: FRC 1G4, 2B2, 2E2, 4.8: CS 6.1)

k. Demonstrate effective instructional strategies (e.g., modeling, collaborative composing, guided writing) that provide children with various levels of teacher support and are based on children’s diverse linguistic abilities.

• (FEAP 3g, CF 4, 6, IRA 1.3, 2.2, 3.3, 5.4: FRC 1B4, 2B3, 2B4, 4.13, 5.15: CS 3.1, 5.1)

l. Communicate assessment results and implications to a variety of audiences.

• (FEAP 4e, CF 2, IRA 3.4, ACEI 5.2, FRC CS 6.3)

m. Models clear, acceptable oral and written communication skills.

• (FEAP 2e, CF, IRA 3.4, CS 5.1, ACEI 2.1, ESOL, FRC CS 3.6, 3.7, 5.1)

7. Content Outline:

|Week/ |Topics |Due (See Canvas for |

|Readings | |Details) |

|1 – |Introduction (to each other, to process of writing – Shipwrecked!) | |

|August 28 |Theory/research base for writing development and instruction for L1 & L2 learners |Email to Mrs. |

| |Traits of writing |Anderson |

| |Teacher as writer |w/Internship & |

| |Common Core State Standards |Courses |

|2 – Sept. 4 |Writing Development of L1 & L2 Learners | |

| |Writing, oral language, listening, and visual expression for L1 & L2 learners |See Canvas: Week Two|

|Bear, et al., |Emergent reading and composing | |

|pp. 95-103 |Examining composing samples by grade level | |

| |Playing with IDEAS | |

|Culham Primary |Presentation | |

|pp. 1-65 |Drawing, Letter formation, Handwriting, & Typing | |

| |Visual and Aural Presentation Formats | |

|3 – Sept. 11 |Instructional Strategy Demonstrations | |

| |Modeled Writing |See Canvas: |

| |Shared Writing |Week Three |

|Culham |Interactive Writing | |

|Intermediate. |Guided Writing | |

|pp. 1-67 |Independent Writing and the Writing Workshop | |

|4 – Sept. 18 |The Multi-modal Writing/Composing Classroom | |

| |Designing writing spaces for collaboration |See Canvas: |

|Bear et al. |Managing writing time |Week Four |

|Chapters |Small group/large group instruction | |

|3 & 4 |Multi-media and multi-modal composing tools | |

|(Classroom) |Children’s Literature: Using the big and little library | |

| |Writing audiences and outlets | |

|Huck Chapters |Writing samples and initial assessments | |

|2 & 3 | | |

|During Weeks 5-8, reference the Huck textbook Chapters 5, 6, 7, 9, 10, 12 |

| |Genres: Text Elements and |Process: Children’s Text|Traits: Elements of |Method: |Due (See Canvas for |

| |Features |Development Strategies |Effective Texts |Instructional |Details) |

| | | | |Strategies | |

|6 – Oct. 2 |Narrative & Story |Pre-Production |Organization |Method | |

|Organize |Plot |Writing |Bold Beginnings |Modeling |See Canvas: |

|Culham Primary |Character |Drawing |Mighty Middles |Sharing |Week Six |

|pp. 100-133 |Point of View |Talking |Excellent Endings |Interacting | |

| |Multimedia and print-based|Graphic organizers |Pacing |Guiding | |

|Culham |forms and functions in the|Storyboards |Transitions or Linking |Conference comments | |

|Intermediate |Intermediate Grades |Acting Out |words | | |

|pp. 68-99 | | | | | |

|During Weeks 5-8, reference the Huck textbook Chapters 5, 6, 7, 9, 10, 12 |

| |Genres: Text Elements |Process: Children’s Text |Traits: Elements of |Method: |Due (See Canvas for |

| |and Features |Development Strategies |Effective Texts |Instructional |Details) |

| | | | |Strategies | |

|8 – Oct. 16 |Narrative & Story |Post-Production |Sentence Fluency |Method | |

|Sentence |Plot |Editing |Sentence quality & |Modeling | |

|Fluency & |Character |Writing |prosody |Sharing |See Canvas: |

|Conventions |Point of View |Conferring |Sentence variety |Interacting |Week Eight |

| |Multimedia and |Receiving Feedback |Sentence fluency |Guiding | |

|Culham |print-based forms and |Drawing | |Conference comments | |

|Primary |functions |Presenting |Conventions | |Group 1 Teaching |

|pp. 204-275 | |Multi-media production |Spelling | |Demonstration Due |

| | | |Capitalization | | |

| | |Wikis and Blogs |Punctuation | | |

|Culham | | |Grammar | | |

|Intermediate | | | | | |

|pp. 176-246 | | |Presentation | | |

| | | |Letter formation | | |

|Bear et al. | | |Handwriting | | |

|Chapter 1 (Word| | |Typing | | |

|Knowledge) | | |Formats | | |

|During Weeks 9-12, reference the Huck textbook Chapters 4 & 11 |

|9 – Oct. 23 |Information/ |Text Development |Generating Ideas |Method | |

|Ideas |Expository Text |Planning |Finding a topic |Modeling | |

|Culham Primary |Structures |Brainstorming |Selecting details |Sharing |See Canvas: |

|pp. 66-99 |Text Features |Talking |Developing interest |Interacting |Week Nine |

| |Content-area knowledge |Drawing |Making the content |Guiding | |

|Culham | |Collaborating |clear |Conference comments |Group 2 Teaching |

|Intermediate | | | | |Demonstration Due |

|pp. 33-67 | | | | | |

|10 – Oct. 30 |Information/ |Pre-Production |Organization |Method | |

|Organizing |Expository Text |Writing |Bold Beginnings |Modeling | |

|Culham Primary |Structures |Drawing |Mighty Middles |Sharing |See Canvas: |

|pp. 100-133 |Text Features |Talking |Excellent Endings |Interacting |Week Ten |

|(Org.) |Content-area knowledge |Graphic organizers |Pacing |Guiding | |

| | |Storyboards |Transitions or Linking |Conference comments |Group 3 Teaching |

|Culham | |Acting Out |words | |Demonstration Due |

|Intermediatepp.| | | | | |

|68-99 | | | | | |

|During Weeks 5-8, reference the Huck textbook Chapters 5, 6, 7, 9, 10, 12 |

| |Genres: Text Elements |Process: Children’s Text |Traits: Elements of |Method: | |

| |and Features |Development Strategies |Effective Texts |Instructional | |

| | | | |Strategies | |

|12 – Nov 13 |Information/ |Post-Production |Sentence Fluency |Method | |

|Sentence |Expository Text |Editing |Sentence quality & prosody |Modeling | |

|Fluency & |Structures |Writing |Sentence variety |Sharing |See Canvas: |

|Conventions |Text Features |Conferring |Sentence fluency |Interacting |Week Twelve |

| |Content-area knowledge |Receiving Feedback | |Guiding | |

|Culham Pri. pp.| |Drawing |Conventions |Conference comments| |

|204-275 | |Presenting |Spelling | | |

| | |Multi-media production |Capitalization | | |

|Culham | | |Punctuation | | |

|Intermediate | | |Grammar | | |

|pp. 176-246 | | | | | |

| | | |Presentation | | |

| | | |Letter formation | | |

| | | |Handwriting | | |

| | | |Typing | | |

| | | |Formats | | |

| | | | | | |

| | | | | | |

|13 – Nov. 20 |Assessment and Accountability (We will infuse discussion of assessment throughout the course). | |

| |Local, State, and National Expectations (Standards) | |

| |Accountability Measures |See Canvas: |

| |Lesson Planning |Week Thirteen |

| |Balancing the Scope & Sequence of the Curriculum and Students’ Interests and Skills | |

| | |CRITICAL TASK B |

| |Communicating with Families (We will infuse this topic throughout the course.) | |

| |Data Management |MULTI-GENRE |

|Huck, Ch. 13 |Weekly Family Communication (rubrics, notes, and portals) |PROJECT DUE |

| |Report Cards (grading, equity, standards, and differentiation in writing) | |

| |Parent Conferences | |

| |Communicating with Special Education and Support Teachers | |

|14 – Nov. 27 | |See Canvas: |

| |Thanksgiving Eve – NO CLASS MEETING |Week Fourteen |

|15 – Dec. 4 | |DUE: CRITICAL TASK B|

| |Mrs. Anderson at Literacy Research Association Conference – NO CLASS MEETING |CASE STUDY & |

| | |Literacy Portfolio |

|16 – Dec. 11 | |

| |Final Exam – To be determined |

|NOTE: This course schedule is subject to change based on the needs of the class |

|and at the discretion of the instructor. |

8. Evaluation of Student Outcomes:

List the approaches (or assessment strategies) that will be used to determine students' achievement of course goals and objectives. Indicate what standards will be assessed with each assessment.

Assignment Standards Met

a) Design a Composition Classroom (5%) (Objectives f, j: FEAP 1c, 3g: CF 2, 3: IRA 2.1, 2.2, 2.3: CS 3.3, 3.4, 3.7, 6.1: FRC 1F4, 1G4, 2B2, 2E2, 4.8, CS 6.1)

b) Demonstrate Methods for Teaching Composing (9%) (Objectives f, k: FEAP 1c, 3g: CF 2, 4, 6: IRA 1.3, 2.1, 2.2, 3.3, 5.4: CS 3.3, 3.4, 3.7: FRC 1F4)

c) In-Class and Homework Assignments: Understanding Evaluation and Assessment Module (32%) (Objectives a, b, c, e: FEAP 1e, 2d, 2f, 3i, 4c, 4e: CF 2, 5: IRA 1.1, 1.3 4.1, 6.4: ACEI: 2.1, 4.0; CS 3.1, 3.5, 3.6, 3.7: FRC: 1B3, 1E4, 1F5); Teaching Grammar Module (Objective b, e, m: FEAP 1e, 2e, 3i, 4c, 4e: CF 2: IRA 1.3, 3.4, 6.4: ACEI 4.0: CS 3.5, 3.6, 3.7, 5.1: ESOL 3.5, 3.6, 5.1: FRC 1E4, 1F5); Teaching Spelling Module (Objective b, e, m: FEAP 1e, 2e, 3i, 4c, 4e: CF 2: IRA 1.3, 3.4, 6.4: ACEI 4.0: CS 3.5, 3.6, 3.7, 5.1: ESOL 3.5, 3.6, 5.1: FRC 1E4, 1F5)

d) Teaching Composing Cycle (30%) *Critical Task A* (Objectives a, b, c, d, e, f, g, h, i, j, k, l m: FEAP 1e, 1f, 2d, 2f, 3g, 3i, 4a, 4c, 4e: CF 2, 3, 4, 5, 6: IRA 1.1, 2.1, 2.2, 2.3, 3.3, 3.4, 4.1, 5.4, 6.4: CS 1.0, 2.1, 3.2, 3.3, 3.4, 3.5, 3.6, 3.7, 5.1, 5.3, 6.1, 6.1, 6.3: FRC 1B3, 1B4, 1E4, 1F4, 1F5, 1G4, 2B1, 2B2, 2E2, 4.13, 5.15, 6.4

e) Case Study: Assess Student Composition Samples (10%) *Critical Task B(Objectives a, b, c, e: FEAP 1e, 2d, 2f, 3i, 4c, 4e: CF 2, 5: IRA 1.1, 1.3 4.1, 6.4: ACEI: 2.1, 4.0; CS 3.1, 3.5, 3.6, 3.7: FRC: 1B3, 1E4, 1F5)

f) Literacy Portfolio (4%) (Objectives: all)

g) Final Exam (10%) (Objectives: all)

A. Design a Composition Classroom (5% = 25 points)

Create an interactive poster that showcases your ideal classroom writing space. Think about the classroom from both teaching and learning perspectives. The purpose of this assignment is for you to reflect on the literacy opportunities in your future classroom, to apply your understanding of media literacies to classroom spaces and places, and to experiment with an interactive, online tool for communication.

B. Demonstrate Methods for Teaching Composing (9% = 45 points)

You will provide video evidence of your ability to execute four instructional strategies: Modeled Writing, Shared Writing, Interactive Writing, and Guided Writing. You may work with small or large groups in any grade level. This group assignment allows you to experience developing, presenting, and evaluating a composition lesson to the rest of the class. Each group will select a particular genre of writing and will incorporate the various traits into their teaching. Each group will demonstrate Modeled, Shared, Interactive, and Guided Composing as part of their lesson. Afterwards, each member of the group will submit a reflection of the activity.

C. In-Class and Homework Assignments: Understanding Evaluation and Assessment, Teaching Grammar, and Teaching Spelling Modules (32% = 160 points total). These assignments include in-class activities and assigned homework. See chart for individual point breakdown. You will complete activities in which you develop your knowledge of grammar. You will complete activities in which you use the primary, elementary, or upper level spelling inventory. You will complete activities in which you evaluate students’ composition products using an analytic system.

D. Teaching Writing Cycle (30% = 150 points) *Critical Task A* You will create a multiple-genre composition product, you will explain the process of creating this project, and you will evaluate your product using an analytic tool. More information will be given in class and in a separate document.

Using appropriate instructional strategies, you will support and guide a group of students as they create an original text for discipline-specific purposes. You will guide the students’ text development and writing process including planning, composing, revising and editing. The text will be accompanied by a multi-media presentation that the students will create and present to a wider audience. Your performance will be evaluated based on your instructional strategies and your analysis of student learning. More information will follow in class.

The intentions of the teaching writing cycle are for teaching candidates:

1. To observe student writing and identify children’s process strengths

2. To assess student writing using an analytic system

3. To use data to make instructional decisions

4. To effectively use balanced literacy strategies to support student learning and multimodal composing

5. To communicate information about students’ development to families and teachers

The teaching writing cycle will be evaluated based on the following criteria:

6. Knowledge of children’s writing development as revealed in your observational notes

7. Knowledge of writing traits as demonstrated in your assessment of student products

8. Knowledge of children's writing development and writing standards as revealed in your selection of teaching points

9. Knowledge of writing traits and standards for writing as revealed in your lesson plans

10. Knowledge of writing resources and materials as revealed in your lesson plans and teaching documentation

11. Teaching effectiveness as revealed in your execution of relevant instructional strategies (i.e., elements of effective modeled writing/shared writing/interactive writing/guided writing- see assigned readings for details)

12. Data-driven decision making as revealed in your assessment of student performance during the teaching cycle

13. Teaching effectiveness as revealed in your ability to identify your teaching strengths/areas to develop in response to student performance

D. Case Study: Assess Student Composition Samples (10% = 50 points) *Critical Task B* You will analyze a student’s composition sample and you will make recommendations for next-step strategies.

F. Literacy Portfolio (4% = 20 points) Using LiveBinders (or a ring binder), students will create a Literacy Portfolio. This Portfolio will include multiple components related to Teaching Writing. If you use LiveBinder, you will upload a link to the binder to Chalk & Wire. If you turn in a ring binder, you will upload both Critical Task files to the Chalk & Wire portal. [PLEASE NOTE: You should use the same portfolio for each of your four literacy courses. Each course will have a section with tabs specific to the course. This allows you to have all of your literacy-related strategies in one place when you complete the program.]

G. Final Exam (10% = 50 points)

A comprehensive exam will be given. The exam will cover the readings, class discussions, activities, and assignments. The final will not be “made up” unless there is a documented emergency and arrangements are made prior to the final. In addition, the “late assignment” policy will apply.

9. Grading Criteria – Please note: All assignments, with very few exceptions, must be written in standard, professional-level English. APA Style is used in the field of education for citations and for spelling, punctuation, etc.

|Activity Description |Possible Points Each|Possible Points Total |

|Attendance, Preparation, Participation |See below: |

|This course relies heavily on modeling of in-class activities and strategies, so attendance |Assessment of Weekly Participation/Attendance|

|is a must. You must: | |

|be signed in and ready to start class on time, |Regardless of the points/grades you have |

|have all required materials with you, |earned on assignments, absences, tardies, and|

|contribute in to the classroom activities in a meaningful way, |non-participation in class will lower your |

|maintain a dialogue journal, and |grade. This is in addition to points lost for|

|complete other in-class tasks. |the in-class activities. |

|Non-participation includes any cell phone use, texting, off-task computer use, and for other| |

|non-readiness/non-participation indicators at the discretion of the instructor. | |

|Quizzes, Assignments, Discussions, etc. (7 total) – These will be posted on Canvas. |10 |70 |

|In-Class Composing/Evaluating/Teaching Hands-on Activities (12 Graded – NO Make-ups) |7.5 |90 |

|In-class graded activities may NOT be made up. Credit will NOT be given for missed | | |

|assignments, even if they are included in the binder. However, for your own benefit, you | | |

|should at least review the activities on your own, and include them in your ring binder. It | | |

|is your responsibility to ask about missed activities. | | |

|Literacy Portfolio: LiveBinder (Preferred) or Ring Binder |20 |20 |

|Design a Composing Classroom (Multi-modal/multi-media) |25 |25 |

|Demonstrate Methods for Teaching Composition (Group) |45 |45 |

|Original Publishable Writing – CRITICAL TASK A |150 |150 |

|This is the Critical Task, which must be uploaded to Chalk & Wire (see Course Syllabus, p. | | |

|2). (Process, Product, Evaluation) | | |

|Case Study (Evaluate Student Writing) CRITICAL TASK B |50 |50 |

|Final Examination Activity |50 |50 |

| Total | |500 |

|Grade |% |#Points | |Grade |% |# Points |

| A+ |97-100 |485 - 500 | | C+ |77 - < 80 |385 - < 400 |

| A |94 - < 97 |470 - < 485 | | C |74 - < 77 |370 - < 385 |

| A- |90 - < 94 |450 - < 470 | | C- |70 - < 74 |350 - < 370 |

| B+ |87 - < 90 |435 - < 450 | | D+ |67 - < 70 |335 - < 350 |

| B |84 - < 87 |420 - < 435 | | D |64 - < 67 |320 - < 335 |

| B- |80 - < 84 |400 - < 420 | | D- |60 - < 64 |300 - < 320 |

| | | | | F |< 60 |< 300 |

Course Final Grades:

Your letter grade for the course will be determined based on performance assessments and product evaluations throughout the semester. The following guidelines will be used to determine your grade. A minimum grade of C- is required.

Assessment of Weekly Participation/Attendance:

ATTENDANCE IS MANDATORY. PROMPTNESS IS EXPECTED AND REQUIRED. ACTIVE PARTICIPATION AND PREPARATION FOR CLASS ARE ESSENTIAL. ASSIGNMENTS MUST BE TURNED IN ON TIME. There are many legitimate reasons for absences, tardies, and late work (e.g., family emergencies, illness, car trouble, etc.). If you miss class, arrive late, or leave early, I will assume that your reasons are legitimate. Therefore, I do not “excuse” or accept doctor’s notes for absences, tardies, or late work for any reason.

Regular attendance on the job is crucial in the teaching profession for the success of both teacher and students. This class is built on in-class, collaborative learning, and hands-on activities. Therefore:

• I reserve the right to fail a student after the second absence, regardless of grades earned. A student missing more than 30 minutes of any class period is considered absent.

• I reserve the right to lower a student’s letter grade after the second tardy, early departure, or inattention in class—especially if that inattention is due to sleeping, checking email, texting, or other non-related electronic activity—regardless of grades earned.

Critical Tasks

Students in the Elementary Education Program are required to successfully complete Critical Tasks in program courses to document meeting State of Florida teacher preparation standards.

Critical tasks must be posted in the electronic portfolio (Chalk and Wire). Students must score a 3 or higher on the Chalk and Wire rubric in order to pass the course. You are responsible for submitting the assignment to Chalk and Wire at the time you submit the assignment for the instructor’s evaluation. The homepage of the College of Education website has a link to Chalk and Wire for information about training and their help desk.

Chalk & Wire numbers are used to assess course difficulty and rate program success—they are not recorded on individual records or transcripts. I assign C&W evaluative numbers based on the overall Critical Task Score as follows: 95 – 100 = 5; 90 – 94 = 4; 80 – 89 = 3; 70 – 79 = 2; below 70 = 1; if you do not turn in the Critical Task, a zero is recorded. If you score below 80 on the Critical Task, you may revise and resubmit the assignment within one week. I will not change the original assignment grade, but I may change the C&W score to no higher than a 3.

10. Textbook(s) and Readings:

Culham, Ruth. (2005). 6+1 Traits of Writing: The Complete Guide for the Primary Grades. New York, NY: Scholastic. ISBN: 0439574129

Culham, Ruth. (2003). 6+1 Traits of Writing: The Complete Guide for Grades 3 and Up. New York, NY: Scholastic. ISBN: 0439280389

Bear, D., Invernizzi, M., Templeton, S., Johnston, F., (2012). Words their way. Word study for phonics, vocabulary, and spelling instruction. (5th Ed.). Prentice Hall. ISBN-13:9780132239684

Kiefer, B.Z. (2010). Charlotte Huck’s children’s literature (10th Ed.). Boston, MA: McGraw-Hill. ISBN-10: 0073378569

Chalk and Wire account: Obtain ID# from USF Bookstore

Other Tools & Materials: Multi-colored highlighters, loose leaf notebook paper

Recommended Texts:

A good dictionary and thesaurus

Hacker, Diana. (2011). A writer’s reference (7th ed.). Boston, MA: Bedford/St. Martin’s.

(or another good style guide)

11. Academic Dishonesty: (Use the statement below)  

“Plagiarism is defined as "literary theft" and consists of the unattributed quotation of the exact words of a published text or the unattributed borrowing of original ideas by paraphrase from a published text. On written papers for which the student employs information gathered from books, articles, or oral sources, each direct quotation, as well as ideas and facts that are not generally known to the public-at-large, must be attributed to its author by means of the appropriate citation procedure. Citations may be made in footnotes or within the body of the text. Plagiarism also consists of passing off as one's own, segments or the total of another person's work.”

“Punishment for academic dishonesty will depend on the seriousness of the offense and may include receipt of an "F" with a numerical value of zero on the item submitted, and the "F" shall be used to determine the final course grade. It is the option of the instructor to assign the student a grade of "F" of "FF" (the latter indicating dishonesty) in the course.”

12. Detection of Plagiarism:

The University of South Florida has an account with an automated plagiarism detection service which allows instructors to submit student assignments to be checked for plagiarism. I reserve the right to 1) request that assignments be submitted to me as electronic files and 2) electronically submit to , or 3) ask students to submit their assignments to through myUSF. Assignments are compared automatically with a database of journal articles, web articles, and previously submitted papers. The instructor receives a report showing exactly how a student's paper was plagiarized.

13. Web Portal Information:  (Use the statement below)  

Every newly enrolled USF student receives an official USF e-mail account that ends with "mail.acomp.usf.edu." Every official USF correspondence to students will be sent to that account. Go to the Academic Computing website and select the link "Activating a Student E-mail Account" for detailed information.  Information about the USF Web Portal can be found at:

.

14. ADA Statement: (Use the statement below)  

Students in need of academic accommodations for a disability may consult with the office of Services for Students with Disabilities to arrange appropriate accommodations. Students are required to give reasonable notice (typically 5 working days) prior to requesting an accommodation

15. USF Policy on Religious Observances: (Use the statement below)

“Students who anticipate the necessity of being absent from class due to the observation of a major religious observance must provide notice of the date(s) to the instructor, in writing, by the second class meeting.”

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