- W 15, F 17
- Course number
- READ 532
- Course title
- Writing Across the Curriculum, ECE/Elem
- Course description
Learners will explore instructional strategies in order to guide their students in acquiring writing skills in content areas. Emphasis is on the functional teaching of writing including designing and preparing materials to use with curriculum materials in all school subjects.
- ECE, EL
- Literacy Strategies/Methods
- Rebecca Olien
- Instructor bio
Rebecca Olien, MET, taught kindergarten and fourth grade in the classroom for over 20 years and is currently an education specialist and instructional designer. She is the author of over 50 books for children and teachers, including the design of interactive eBooks with National Science Teachers Association. She designs curriculum and instructional materials for a variety of publishers, as well as teaches online courses for several universities. She earned her BS at Michigan State, her MA at the University of Wisconsin. and her MET at Boise State.
There are no required prerequisites for this course.
1.2 Candidates understand the historically shared knowledge of the profession and changes over time in the perceptions of reading and writing development, processes, and components.
2.1 Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.
2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
3.1 Candidates understand types of assessments and their purposes, strengths, and limitations.
3.3 Candidates use assessment information to plan and evaluate instruction.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
4.2 Candidates use a literacy curriculum and engage in instructional practices that positively impact students’ knowledge, beliefs, and engagement with the features of diversity.
4.3 Candidates develop and implement strategies to advocate for equity.
5.1 Candidates design the physical environment to optimize students’ use of traditional print, digital, and online resources in reading and writing instruction.
5.2 Candidates design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.
5.3 Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).
6.2 Candidates display positive dispositions related to their own reading and writing and the teaching of reading and writing, and pursue the development of individual professional knowledge and behaviors.
- Practical applications
Course incorporates assignments that require practical application of ideas learned. Student writing is used as a basis to gain an understanding of how writing is used for different learning purposes. Practice-based assignments offer development of writing across the curriculum for real-world purposes.
- Time commitment
Students should expect to spend 9 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written reports/papers and assignments). This course is online and does not require in-person attendance. Assignments are completed on the learner’s time schedule and are due as posted.
A textbook is required for this course. Please check with SOU’s ReadOregon program.
- Historical offerings