Course details

Term
F 14, F 16, F 17, F 18
Course number
CI 510
Course title
Improving Writing through Standards-based Instruction
Credits
3
Course description

Explore three areas of the writing classroom; the structure and organization of establishing a writing classroom, design of writing strategies and curriculum applications, and assessment approaches to guide instruction. Create writing instruction and assessment that is authentic, engaging and aligned to the Common Core State Standards as well as the instructional needs of students. Discuss connections to text that assist in both student literacy and subject learning across the disciplines.

Level
EL, MID, HIGH
Instructor
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.

Prerequisites

There are no prerequisites for this course. However, learners are assumed to be teachers with access to or experience with pK-12 students.

Standards

This course supports the following International Reading Association’s 2010 Standards for Reading Professionals:
1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.
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.
3.2 Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.3 Candidates use assessment information to plan and evaluate instruction.
3.4 Candidates communicate assessment results and implications to a variety of audiences.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
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.
5.4 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.

Practical applications

Participants will learn about the Common Core State Standards for writing; create a structure and organization for a writing classroom; design writing strategies and curriculum applications; consider integration of text connections across the disciplines; explore assessment approaches to guide instruction; and learn about the Smarter Balanced summative assessments.

Time commitment

Students should expect to spend approximately 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 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.

Textbook

A textbook is required for this course. Please check with PSU’s ReadOregon program.

Historical offerings