University of Wisconsin-WhitewaterCurriculum Proposal Form #4A

Change in an Existing Course

Type of Action (check all that apply)

Course Revision (include course description & former and new syllabus) Grade Basis Contact Hour Change and or Credit Change Repeatability Change Diversity Option Other:       General Education Option

area: Select one: ** Note: For the Gen Ed option, the proposal should address how this course relates to specific core courses, meets the goals of General Education in providing breadth, and incorporates scholarship in the appropriate field relating to women and gender.

Effective Term: 2157 (Fall 2015)

Current Course Number (subject area and 3-digit course number): SPECED 487/687

Current Course Title: Academic Interventions II

Sponsor(s): Amy Stevens

Department(s): Special Education

College(s): Education

List all programs that are affected by this change:Special Education Major

If programs are listed above, will this change affect the Catalog and Advising Reports for those programs? If so, have Form 2's been submitted for each of those programs? (Form 2 is necessary to provide updates to the Catalog and Advising Reports)

NA Yes They will be submitted in the future

Form 2’s have been created for both emphasis areas (EBD/LD and CD). Please refer to these form 2’s for program details.

Proposal Information: (Procedures for form #4A)

I. Detailed explanation of changes (use FROM/TO format)Current course content addresses writing process interventions for students with disabilities. The scope will broaden to include development of reading and writing vocabulary and reading comprehension across content areas and through instructional interventions and related instructional technology in addition to writing instruction.

FROM:SPECED 487 ACADEMIC INTERVENTION II 3

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This course is about writers and writing. We will examine the processes and skills children and adolescents engage in to compose a quality written product. Specifically the difficulties encountered by students with language and learning differences will be reviewed and research providing "best practices" in teaching writing as a tool for literacy development will be emphasized. Students will develop personal philosophies and instructional strategies for teaching the development and fluency aspects of composition.

Prereq: SPECED 205, 324, 325, 361, 426 SPECFLD 385 and admission to Professional Education.

TO:SPECED 487 ACADEMIC INTERVENTION II 3This course addresses reading and writing instruction across the curriculum and interventions. The processes and skills children and adolescents engage in to develop vocabulary, comprehend text, and compose quality written work are examined. Specifically the difficulties encountered by students with language and learning differences are reviewed and research providing “best practices” in teaching vocabulary, comprehension, and writing as tools for literacy development will be emphasized. Students will develop skills for teaching reading/writing vocabulary, reading comprehension, and writing process/products and explore technology that supports instruction. Students will master instructional strategies for reading comprehension, vocabulary knowledge, and the development and fluency skills involved in written composition.

Prereq: SPECED 205, 324, 325, 361, 426 SPECFLD 385 SPECED 486/686 and admission to Professional Education.

II. Justification for action

The special education program is undergoing a revision which will add courses, remove courses and change the course sequence. Changing content of SPECED 487/687 aligns it with the adapted content in SPECED 486/686; allowing for improved instructional content in 487/687 and balancing the instructional/learning expectations between SPECED 486/686 and SPECED 487/687. Changing course content will better align the content to prepare special education majors to meet their changing professional responsibilities and new licensing requirements including the edTPA and the Wisconsin Foundation of Reading Test.

In the new major all special education majors (i.e., both emphases areas) will take both SPECED 486/686 and SPECED 487/687 ensuring adequate content coverage. In the old special education major, depending on student choice of specialization, they may not have the requirement to take SPECED 487/687. The proposed content and program change ensures all students have the benefit of the same special education instructional interventions content.

Assessment Objectives: Reorganizing content to move some old SPECED 486/686 content to SPECED 487/687 explicitly responds to the strategic plan for the Department of Special Education and the departmental goals of responding to the new edTPA and Wisconsin Foundations of Reading test licensing requirements and updating course content in response to changing professional needs of special education teachers.

Budgetary Consideration: There is no impact on budget by changing this class as the overall number of courses and credits for degree remain the same.

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III. Syllabus/outline (if course revision, include former syllabus and new syllabus)

Former Syllabus – University of Wisconsin-Whitewater

College of EducationDepartment of Special Education

Syllabus: SPECED 487/687 Academic Interventions II

Instructor: Office: Phone: (262) 472- Office Hours:E-MAIL:

Course Description:

This course is about writers and writing. We will examine the processes and skills children and adolescents engage in to compose a quality written product. Specifically the difficulties encountered by students with language and learning differences will be reviewed and research providing “best practices” in teaching writing as a tool for literacy development will be emphasized. Students will develop personal philosophies and instructional strategies for the development and fluency skills involved in composing.

Prereq: SPECED 205, 324, 325, 361, 426 SPECFLD 385 and admission to Professional Education.

Our conceptual framework, The Teacher is a Reflective Facilitator, is the underlying structure in our teacher

preparation program at UW-Whitewater that gives conceptual meanings through an articulated rationale to our

operation. It also provides direction for our licensure programs, courses, teaching, candidate performance, faculty

scholarship and service, and unit accountability. In short, our teacher education program is committed to reflection

upon practice; to facilitation of creative learning experiences for pupils; to constructivism in that all learners must

take an active role in their own learning; to information and technology literacy; to diversity; and to inquiry

(research/scholarship) and assessment. Therefore, all syllabi pertaining to courses required for licensure reflect

commitment to these underlying principles.

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University Policies: The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events. (For details please refer to the Undergraduate and Graduate Timetables; the “Rights and Responsibilities” section of the Undergraduate Bulletin; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Bulletin; and the “Student Academic Disciplinary Procedures” [UWS Chapter 14]; and the “Student Nonacademic Disciplinary Procedures” [UWS Chapter 17]).

COURSE COMPETENCIES

Know the processes and skills children and adolescents engage in to compose a quality written product

Know the difficulties encountered by students with language and learning differences Use “best practices” in teaching writing as a tool for literacy development Students will develop personal philosophies and instructional strategies for the

development and fluency skills involved in composing.

CEC Knowledge and Skills addressed

Knowledge and Skills Common CoreICC7S9 – Incorporate and implement instructional and assistive technology into the educational program

K&S Cross CatIGC4K1 – Sources of specialized materials, curricula, and resources for individuals with exceptional learning needsIGC4S3 – Teach learning strategies and study skills to acquire academic contentIGC4S15 – Teach strategies for organizing and composing written productsIGC6S2 – Teach strategies for spelling accuracy and generalizationIGC6S4 – Teach methods and strategies for producing legible documents

IIC4S1 – Use research supported instructional strategies and practices K&S Disability SpecificLD4K4 – Methods for teaching individuals to independently use cognitive processing to solve problemsLD6K1 – Typical language development and how that may differ for individuals with learning disabilitiesLD7K2 – Sources of specialized curricula, materials, and resources for individuals with learning disabilities

LD4S1 – Use research supported methods for academic and nonacademic instruction of individuals with learning disabilitiesLD4S5 – Use instructional methods to strengthen and compensate for deficits in perception, comprehension, memory, and retrievalLD4S6 – Use responses and errors to guide instructional decisions and provide feedback to learners

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LD4S10 – Teach strategies for organizing and composing written productsLD5S1 – Teach individuals with learning disabilities to give and receive meaningful feedback from peers and adultsLD6S2 – Teach strategies for spelling accuracy and generalizationLD6S4 – Teach individuals with learning disabilities to monitor for errors in oral and written communications

ICC7K4 – Technology for planning and managing the teaching and learning environment

COURSE MATERIALS

Required Text (Bookstore rental, Purchase for grads (you may be able to rent for a fee as well)):Polloway, E.A., Smith, T., & Miller, L. (2004). Language instruction for students with

disabilities. Denver, CO: Love Publishing Company.

Additional Required Readings (available on D2L, ebscohost, ERIC, etc):

Baker, S., Gersten, R., & Scanlon, D. (2002). Procedural facilitators and cognitive strategies: Tools

for unraveling the mysteries of comprehension and the writing process, and for providing meaningful access to the general curriculum. Learning Disabilities Research & Practice,

17, 65-77.

Bratcher, S. (1994). Evaluating children’s writing: A handbook of communication choices for classroom teachers. New York: St.Martin’s Press, 41-72.

Flowers, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition and Communication, 32, 365-387.

Graham, S., & Harris, K. (2000). The role of self-regulation and transcription skills in writing and

writing development. Educational Psychologist, 35(1), 3-13.

Graham, S., Harris, K., & Larsen, L. (2001). Prevention and intervention of writing difficulties for

students with learning disabilities. Learning Disabilities Research and Practice, 16(2), 74-

85. (FYI electronic search engines drop Larsen as an author)

Graham, S., Harris, K., & MacArthur, C. (2006). Explicitly teaching struggling writers: Strategies

for mastering the writing process. Intervention in School and Clinic, 41, 290-294.

Hessler, T., Konrad, M., & Albre-Morgan, S. (2009). Assess student writing. Intervention in School and Clinic, 45(1), 68-71. (hard copy provided in class)

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Isaacson, S. l., (1994). Integrating process, product, and purpose. Reading and Writing Quarterly, 10(1), 39-61.

Roth, F.P. (2000). Narrative writing: Development and teaching with children with writing difficulties. Topics in Language Disorders, 20(4), 17-21.

Wisconsin’s Model Academic Standards for Writing. Madison, WI: Wisconsin Department of Public Instruction

Wong, B. (2000). Writing strategies instruction for expository essays for adolescents with and

without learning disabilities. Topics in Language Disorders, 20(4), 29-32.

COURSE REQUIREMENTS AND EXPECTATIONS:

1. Complete required readings prior to class. Class activities and lectures will not supplant reading assigned materials.

2. Active participation in class: Regular attendance and participation in class activities are an important part of learning. There will be in-class experiences (videos, small group work, etc.) that cannot be made up outside of class. Individuals with perfect attendance and excellent participation may have their semester grade increased at the discretion of the instructor. Likewise, poor attendance and/or participation may negatively impact your grade. Discuss extenuating circumstances requiring absence with the instructor during office hours.

3. Professional Dispositions/Responsibilities: a. Exchange phone-numbers/e-mail addresses with 2-3 students. Arrange for

other students to collect handouts should you miss class. Materials & handouts will not be brought more than once. Contact these people prior to any class that you miss.

b. Turn off/silence Cell Phones/computers during class. Students with cell phones/computers in view will have a 5% point deduction from their final grade. Discuss extenuating circumstances with the instructor prior to the start of class.

c. If you have a disability that requires accommodations please talk with the instructor & seek assistance from Disabled Student Services (see last page).

d. Seek assistance when needed. Drafts of assignments may be discussed for feedback with the instructor but will not be “pre-graded” against rubrics. Please make an appointment to discuss drafts during office hours at least one week prior to the assignment due date. Draft reviews will occur only with an in person conference. Planning, research, and completion of assignments are the responsibility of students. Use of the Student Tutoring Service is recommended for writing assistance.

e. Integrity: i. Students are expected to respect but not necessarily agree with the

opinions and beliefs of classmates.ii. Academic integrity is expected. Academic misconduct (as defined

in UWW policies and procedures) will result in an “F” for the course. And formal report submitted to the Dean of Students.

iii. Group projects require added responsibility to others in class and at other times. A group or member of a group may be reassigned

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for a variety of reasons (high absenteeism, poor classroom performance, personality conflict, etc) at the discretion of the instructor.

4. Assignment parameters: All written assignments must be submitted by the due date. If you are absent submit your assignment by mail; post marked before class time, in faculty mailbox, or to the D2L Dropbox by class time. Late work is not accepted. Refer to the tentative timeline for due dates and assignment description for method of submission for each assignment. Each assignment placed in the dropbox must be in one Microsoft word document. Effort will be made to return graded work within two weeks of due dates.

5. Although assignments will not be artifacts in portfolios, course work is research-supported and directly related to performance as a teacher of students with disabilities. As such, every effort should be made to submit quality products/presentations.

6. Journaling and Mind Mapping of Readings Due dates: as specified in scheduleCourse Pts: 5 journals x 15 pts/each = 75 Submit: hard copies only

Prior to class, complete assigned readings, and using the designated format, submit a journal entry for each designated reading. Grading of journal entries will occur as submitted. The grade for each entry will be based on the thoroughness of the mind map and the related written reflection. Journal entries not submitted on the assigned date will receive no points. Always include the Rubric Sheet with your entries and label the mind map and summary with the date, reflection number, and the authors of the writing discussed.

Entries must include both of the following as indicated in the “Due” column on the tentative schedule:

a. Mind Map: 1. Develop a pictorial representation of the reading content2. Illustrate the schema of big ideas or major concepts 3. Include subordinate ideas for each concept. 4. Two maps (your choice) must use mapping software (i.e. Kidspiration or Inspiration-both

available for free 30 day trial or in the 1st floor lab). 5. Turn in a hard copy with grading rubric paper clipped to it .

b. One Page Summary/Reflection of Concept: 1. Paragraph 1: one paragraph summary of the one concept you found to be insightful.

Make sure to include the main idea and elaborate on 2-3 of the related details.2. Paragraph 2: Reflect on the concept discussed in para.1 and address: What one

WTS/CEC teacher standard is most strongly addressed? Identify by number and content explaining how the concept is related to the WTS.

3. Paragraph 3: one paragraph discussing: What implications does the concept have for students?

4. How does the concept relate to your experiences observing the teaching of writing and teaching writing yourself

5. Turn in a hard copy every week paper clipped to mind map and rubric.

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7. Spelling Strategy Course Pts: 25 Due date: 9/21Submission: Hard copy

Teach a 15-20 minute (including supplementary activity) spelling lesson assigned from the Spelling Mastery Series A-E (provided by instructor) and supplementary activity.

a. Direct Instruction Instruction must follow the scripted lesson provided Include all activities and include (you may have to modify the DI lesson a little):

board and oral and pencil and paper. You may adjust the scripted lesson to include board/oral or pencil/paper and/or the following DI methods as necessary.

The instructor (you) must demonstrate the teaching strategies associated with Direct Instruction methodology (see page 48 of the series guide checked out to you) including:1) signals: including hand-drop, point-touch, and audible2) corrections: model-test; model, lead, test; model, test-rule, correction; and `

worksheet corrections3) pacing4) individual turns5) praise

b. Supplementary Activity One additional supplementary writing activity for the lesson is included in

presentation time. The activity must be meaningful and extend the D.I. lesson (using same content). Submit before you present a 1 page lesson description for the additional activity and a

copy of whatever materials are needed to carry out the activity. You will present your lesson to a small group and provide meaningful feedback to

others in your group.

8. Self-Regulated Composing Strategy Due date: 10/5Course Pts: 50 Submission: Hard copy & Group

Dropbox

Select a self-regulated writing strategy from the list provided. Many of the strategies are discussed by the text authors or are published. You may have to search to find appropriate references so begin well ahead of the due date. A sign-up sheet will be provided for these strategies. You are encouraged to work with a partner but it is not required to do so.

Locate an original citation of the assigned strategy or cite another source describing the following aspects of the strategy (many references are provided at the end of this syllabus). Summaries will be uploaded to the group dropbox for members of the class to download.

a. Write up: Submit two copies of a 1-2 page summary of an instructional strategy before you present. You may not choose a strategy that you used for the assignment in SPECED 361 or 486/686. Use 2-5 (below) as bolded font headers:

1. Title of the strategy (What does the acronym represent?)2. A “rationale” for the use of the strategy with struggling writers (refer back to LD

notes from SPECED 325)

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3. Step-by-step “SRSD instructions” on how the teacher and the students engage in strategy instruction as applied to your strategy.

4. “Summary of the research” findings describing the outcomes for students and teachers

5. “References” citation(s) (APA 6th edition) for all source(s) used. 6. Sample(s) of the formats or materials used to teach the strategy (in addition to the

2 pages)

b. Presentation: Present a 15-18 minute simulation of the strategy to the class and include:1. A clear and accurate simulation of the strategy or parts of the strategy (justify if

only part)2. Visuals/materials to demonstrate aspects of the strategy 3. Providing constructive feedback to other presenters and self evaluate.

9. Instructional Unit for Teaching a Composition: Course Pts: 150Group Project Due dates: Phase 1- 9/23, Phase II –10/12, Phase III 12/16

In assigned groups, collaboratively develop a unit outlining the differentiated instructional plan for teaching a composition. See rubric handout for specific requirements. The plan will be submitted in phases:Phase I (20 points): Description of the Unit Phase II (35 points): Academic Standards, Rubric, Predicting DifficultiesPhase III (85 points): Instructional Plan with (1-4) Differentiated Behavioral Objectives & Professional

Dispositions Evaluation on group membersPresentation (10 points)

10. Graduate Student Requirements (SPECED 686): 50 points Select with instructor approval a topic pertinent to writing instruction. Using APA 6th edition, prepare a 5 page paper summarizing the concept and why

it is important for teachers. (35 points) Prepare a 15-30 minute instructional presentation and support materials and

present to the class (this does not have to be PowerPoint but it may be supported by PowerPoint). (15 points)

Higher Learning Commission Unique Graduate Expectations:Graduate Expectations Description

Content Content graduate students will explore in depth include RTI; Phonics, Vocabulary, and Fluency; Reading Assessment; Comprehension; and Other Students with Special Reading Need. All assignments require greater depth in exploring the content through research, reflection, integration, and discussion contributions.

Intensity Graduate students will demonstrate greater intensity or rigor by locating, reading, and summarizing a minimum of 5 refereed articles pertaining to course content (RTI; Phonics, Vocabulary, and Fluency; Reading Assessment; Comprehension; and Other Students with Special Reading Need). They will use this information to contribute to class discussion.

Self Direction Graduate students will engage in self-learning by selecting articles 9

pertinent to their professional needs. They will independently master/use the library search engines such as Professional Development Collection, ERIC, WilsonWeb etc. They will independently master APA 5th edition citation and reference style.

COURSE GRADING SCALEUndergrad: Grad:300-270 A (A, A- range) 350-325.5 A269-240 B (B+, B, B- range) 325-308 AB239-210 C (C+, C, C- range) 307-290.5 B209-180 & below D/F 290-273 BC

272-255.5 & below C & D/F

TENTATIVE COURSE OUTLINE

Changes may be made to the syllabus as deemed necessary by the instructor. Students will be notified if/when changes occur.

The course will move quickly as it is arranged to allow you time off during your “Janesville Experience”.

Reminder: We will use handouts from D2L and aspects of the textbook during class sessions. Please bring all of these materials to each class.

Date Topic Reading Due19/2

Composing Experiences & the Composing Act

29/7

The Differences between Skilled and Unskilled Writers

Polloway Ch.1 & 2 Journal & Mindmap 1 Ch. 2

39/9

Developmental Aspects of Written Language The Writing Process Spelling & Direct Instruction

Flowers, L. & Hayes, J. (1981)

and

Isaacson, S. I. (1994)

Journal 2 & one mindmap organizing material from both articles around 2 major themes: 1) What do struggling writers experience & 2) What are related instructional strategies

49/14

Written Language InstructionDevelopment and FluencyHandwriting Instruction

Polloway ch. 9 & 10

59/16

Development of Writing Competence

Developmental Aspects of Written Language:

Functions, Modes, Purposes, & Forms

Schemas and Text Structures

Questioning Skills to Elicit Dialogue related to

Roth, F. (2000)

Wong, B. (2000)

Journal 3 & Mindmap organizing material from both articles around 2 major themes: 1) What do struggling writers experience & 2) What are related instructional strategies

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Topic and PurposeDeveloping Authentic Writing Assign.

69/21

Presentation:DI Spelling assignment & sim.Time to work on Phase I

79/23

Principles of Writing Instruction and Instructional StrategiesThe Development of Literacy from Primary Years through Secondary Grades:

Group Meetings for Phase 1: Instructional Unit –Description of Assignment

Polloway ch. 8

Review: WI Model Academic Standards-Writing

Instructional Unit Phase I: Unit Plan

Bring to class:Wisconsin Model Academic Standards-Writing. (1999). Wisconsin Department of Public Instruction. Madison, WI.

89/28

Matching Learner Characteristics and Instructional Strategies for Teaching Writing

Self-Regulated Strategy Development and Applications

Read only:Graham, Harris, & MacArthur (2006)

99/30

Technological Support for WritingAssessing Writing Competence

Graham, S., Harris, K., & Larsen, L. (2001)Graham, S., & Harris, K. (2000)

Read only:1. Goodrich2.Hessler, Konrad, & Alber-Morgan (2009)

Journal 4 & mindmap organizing material from both articles around 2 major themes: 1) What do struggling writers experience & 2) What are related instructional strategies

1010/5

SRSD Presentations.Assessing Writing Competence

Polloway ch. 11

Bratcher, S. (1994)

Presentations. Self-Regulated Strategy Development Assignment

1110/7

Developing Writing & Language IEPs

Baker, Gersten, & Scanlon (2002)

Journal 5 & Mindmap

1210/12

Developing Writing & Language IEPs Cont.

Instructional Unit Phase II: Academic Standards, Rubric, Predicting Difficulties

1310/14

Designing the Classroom Climate for Writer’s Workshops

14 Finalize unfinished class Bring to class: All materials

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12/7 discussionIn class: Group work- development of instructional plan.

needed to work on Unit

Janesville ExperienceNo class from 3/16-4/30

Janesville ExperienceNo class from 3/16-4/30

1512/9

Closure on unfinished topicsIn class: Group work development of instructional plan and presentation. Bring your materials for your unit.

Draft of unit & presentation

1612/16

Presentations of Units3:15-5:15

Final: Instructional Unit Phases I-IIIPresentation of Sample Writing Lesson from Unit

UW-W Policies RE: Student Religious Beliefs, Academic Misconduct & AbsencesReasonable Modifications Requests:Students in need of some reasonable modification of the instructional context are to meet with the instructor to discuss the needed modification. If the modification requires the assistance of personnel, equipment, or materials that are beyond those readily provided by the instructor, then the student is to seek assistance from Disabled Student Services. Upon referral to Disabled Student Services, the student must:

A. Sign a request for services based on the presence of a disability;B. Provide appropriate diagnostic information that establishes that s/he is a qualified individual with

a disability; and,C. Request in writing the reasonable modification(s) sought to accommodate the qualifying

disability. Disabled Student Services arranges (in consultation with instructional staff) to provide appropriate reasonable modifications. (John D. Truesdale, memorandum, Aug. 15, 1996)

Absence for University Sponsored EventsUniversity policy adopted by the Faculty Senate and the Whitewater Student Government states that students will not be academically penalized for missing class in order to participate in university sanctioned events. They will be provided an opportunity to make up any work that is missed; and if class attendance is a requirement, missing a class in order to participate in a university sanctioned event will not be counted as an absence. A university-sanctioned event is defined as an intercollegiate athletic contest or other such event as determined by the Provost. Activity sponsors are responsible for obtaining the Provost’s approval of an event as being university sanctioned and for providing an official list of participants. Students are responsible for notifying their instructors in advance of their participation in such events.

New Syllabus –University of Wisconsin-Whitewater

College of EducationDepartment of Special Education

Syllabus: SPECED 487/687 Academic Interventions II

Instructor: Office:Phone: (262) 472- Office Hours:E-MAIL:

Course Description:

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This course is about reading and writing instruction across the curriculum and interventions. The processes and skills children and adolescents engage in to develop vocabulary, comprehend text, and compose quality written work are examined. Specifically the difficulties encountered by students with language and learning differences are reviewed and research providing “best practices” in teaching vocabulary, comprehension, and writing as tools for literacy development will be emphasized. Students will develop skills for teaching reading/writing vocabulary, reading comprehension, and writing process/products and explore technology that supports instruction. Students will master instructional strategies for reading comprehension, vocabulary knowledge, and the development and fluency skills involved in written composition.

Prereq: SPECED 486 and admission to Professional Education.

Department of Special Education Assessment System:

Please note that the topic and assignment schedule reflects the Wisconsin Teacher Standards (WTS) and Council of Exceptional Children (CEC)/NCATE Standards.  For further information, please refer to the Department of Special Education website at http://academics.uww.edu/speced/.  Required Text (Selected chapters are available on D2L):

Bursuck, W. & Damer, M. (2010). Reading instruction for students who are at risk or have disabilities. 2nd ed. Boston: Pearson Education, Inc.

Polloway, E.A., Smith, T., & Miller, L. (2012). Language instruction for students with disabilities. Denver, CO: Love Publishing Company.

Additional Required Readings (available on D2L, EBSCOHost, or from instructor):

Writing Instruction Theory & ResearchFlowers, L., & Hayes, J. R. (1981). A cognitive process theory of writing. College Composition

and Communication, 32, 365-387. Isaacson, S. (1994). Integrating process, product, and purpose. Reading and Writing Quarterly,

10(1), 39-61. Individually read articles (assigned to group member): Graham, S., Harris, K., & Larsen, L. (2001). Prevention and intervention of writing difficulties for

students with learning disabilities. Learning Disabilities Research and Practice, 16(2), 74-

85. (FYI electronic search engines drop Larsen as an author)Nolan, S. B. (2007). Young children’s motivation to read and write: Development in social

contexts. Cognition & Instruction, 25, 219-270.Vandenberg, R.M. (2006). Reviewing research on teaching based on Vygotsky’s theories: What we

can learn. Reading and Writing Quarterly, 2, 375-393

SRSD (Self-Regulated Strategies Instruction)IRIS module (link in D2L Content)Baker, S., Gersten, R., & Scanlon, D. (2002). Procedural facilitators and cognitive strategies: Tools

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for unraveling the mysteries of comprehension and the writing process, and for providing meaningful access to the general curriculum. Learning Disabilities Research & Practice, 17,

65-77. Graham, S., & Harris, K. (2000). The role of self-regulation and transcription skills in writing and

writing development. Educational Psychologist, 35(1), 3-13. Graham, S., Harris, K., & MacArthur, C. (2006). Explicitly teaching struggling writers: Strategies

for mastering the writing process. Intervention in School and Clinic, 41, 290-294. Mason, L., & Graham, S. (2008). Writing instruction for adolescents with Learning Disabilities:

Programs of intervention research. Learning Disabilities Research & Practice, 23(2), 103-112.

Methods & StrategiesFurr, D. (2003). Struggling readers get hooked on writing. The Reading Teacher, 55(6), 518-525.Graham, S., & Harris, K. (2000). The role of self-regulation and transcription skills in writing and

writing development. Educational Psychologist, 35(1), 3-13. Hallenbeck, M.J. (2002). Taking charges: Adolescents with learning disabilities assume

responsibility for their own writing. Learning Disability Quarterly, 25, 227-246.Kinzierski, C.M.M. (2009). “I like it the way it is!”: Peer-revision writing strategies for students

with emotional and behavioral disorders. Preventing School Failure, 4(1), 51-59.Roth, F.P. (2000). Narrative writing: Development and teaching with children with writing

difficulties. Topics in Language Disorders, 20(4), 17-21. Serna, C. (2009). Autores bilingues/Bilingual authors: Writing within dual cultural and linguistic

repertoires. Education, 130 (1), 78-95.Wong, B. (2000). Writing strategies instruction for expository essays for adolescents with and

without learning disabilities. Topics in Language Disorders, 20(4), 29-32.

Online 4: TechnologyMacArthur, C.A. (2009). Reflections on research on writing and technology for struggling writers.

Learning Disabilitites Research & Practice, 24(2), 93-103. (Hardcopy provided)

Other:Common Core Curriculum Standards (see DPI website).Science and Social Studies curriculum standards (see DPI website)

Course Requirements and Expectations:

6. Complete required readings prior to class and online activities. Activities and lectures will not supplant reading assigned materials.

7. Active participation in class: Due to the condensed and hybrid nature of this course. Absences from face-to-face classes are inexcusable. Regular attendance and participation in class activities are an important part of learning. There will be in-class experiences (videos, small group work, demonstrations, etc.) that cannot be made up outside of class. Individuals with perfect attendance and excellent participation may have their semester

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grade increased at the discretion of the instructor. Due to the hybrid nature of this course (limited face-to-face time) absence and/or poor participation during classes may negatively impact your grade.

8. Professionalism: a. Should you have a question that others might want the answer to, please post it in

the discussion forum, “Ask Your Professor”.b. Technology: Cell Phones must be turned off during class. Discuss extenuating

circumstances with the instructor prior to class. IPad’s/Computers permitted IF used explicitly for course activities. If suspected of instructor defined inappropriate use you will be asked to refrain from technology use in class.

c. If you have a disability that requires accommodations please talk with the instructor and seek assistance from Disabled Student Services.

d. Drafts of assignments may be discussed for feedback with the instructor before due dates but will not be “pre-graded” against rubrics. Please make an appointment to discuss drafts prior to the assignment due date. Draft reviews will occur only by conference in person or by phone. Planning, research, and completion of assignments are the responsibility of students.

e. Realize that group projects/online discussions require added responsibility to others during class and at other times. A group or member of a group may be reassigned for a variety of reasons (absenteeism, poor classroom performance, personality conflict, waiting until the deadline to make initial posts, etc) at the discretion of the instructor. Reassignment may include having to complete the entire project individually.

f. Save all work to a flash drive, CD, etc. Do not rely on your computer memory--technology fails; have a backup plan.

9. Assignment parameters: All written assignments must be submitted by the due date in the appropriate D2L venue with hard copies to instructor BEFORE lesson demonstrations. Late work is not accepted. Refer to the tentative timeline for due dates for each assignment. Each assignment placed in the dropbox must be in one Microsoft word document (10 point deduction if more than one document per assignment or in incorrect dropbox). Effort will be made to return graded work promptly.

10. ASSIGNMENTSAssignment Points Requirements

Vocabulary & Comprehension

Instruction

(Completed Individually)

6030@

Teach a 6-9 minute vocabulary/comprehension lessons (Walker on D2L).

Instruction must follow the Walker procedural directions but teach content of your choosing.

Use lesson plan format found in D2L & materials. Throughout the lesson, demonstrate effective teaching

behaviors (Refer to Bursuck & Damer pp. 19-25) including:1) Effective signals: hand-drop, point-touch, and audible (snap/clap)2) My turn-together-your turn3) Pacing (“perky pace”)4) Group and individual turns (Unison responses)5) Frequent and specific praise & repetition of correct answers

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Turn in hard copy of lesson plan & materials BEFORE presenting (incomplete materials prior=10 point deduction)

Self-Regulated (Vocabulary,

Comprehension, & Writing)

Strategy

(Completed individually or

in pairs)

50 Summarize an SRSD tool and teach the class how to do the strategy (or a portion of the strategy).

Each pair will select (from a list) a writing strategy. Many of the strategies are discussed by the text authors or are published (see reference list at the end of the syllabus). A sign-up sheet will be provided for these strategies.

Locate a peer reviewed citation for the assigned strategy describing the strategy and its research base.

Write up: A 1-2 page single spaced summary of an instructional strategy using the following as bold font headers. Summaries must include in this order:

1. Title of the strategy2. The citation (APA 6th edition) for source(s) describing the strategy at top of summary.3. A well-developed rationale for the use of the strategy with struggling readers & writers (refer back to SPECED 360, IRIS Modules and readings).4. Step-by-step instructions (SRSD steps from articles & IRIS

applied within your strategy) on how the teacher and the students engage in strategy instruction with your mnemonic.

5. Summary of the research findings describing the outcomes for students and teachers with APA 6th citation.6. Sample(s) of the formats or materials for teaching (add. pages) Turn in a hard copy, and “group dropbox” your

summary prior to presenting and hard copy lesson plan of what you teach for your demonstration (unprepared 10 point deduction).

Presentation: Present a 10-15 minute simulation of the teaching the strategy or a portion of the strategy to the class (we are your students) and include:1. Lesson plan turned in before presenting.2. A clear and accurate simulation of the strategy or parts

of the strategy (justify & tell stage of instruction if only part)

2. Visuals/materials to demonstrate aspects of the strategy3. Grading presentations/feedback of others.

Integrated Thematic

Composition Unit

(Completed in small groups of

3)

150total

This is a set of 3 small group assignments. Each part builds on the prior but is not dependent on the prior for demonstration of content mastery and grading.

30 Part 1: Description of the Student Population &Integrated Unit Topic

40 Part 2: Evaluation of the Learner and Product (added to Part I content)

80 Part 3: Entire Instructional Plan with Differentiated Objectives, 16

technology, & Writer’s Workshop

Grading Criteria:100-95% A94-90 A-89-87 B+86-84 B83-80 B- 79-77 C+76-74 C73-70 C-69%-lower D/F

TENTATIVE COURSE OUTLINE: Changes may be made to the syllabus as deemed necessary by the instructor. Students will be notified if/when changes occur.Week Topic Reading1-2 Overview of course

Lesson Planning Effective Teacher Behaviors Review from 486 Language development

Polloway Ch.1, 2, 12

3 Cultural Diversity and Language Differences Characteristics Impact on Vocabulary, Comprehension, and

Writing Teaching Implications

Polloway Ch. 3

4 Development Aspects of Written Language The Writing Process

Cognitive Process Theory Processes and sub processes of composing Specific knowledge domains

Writing Instruction Theories and Research Readings

5 Development of Writing CompetenceDevelopmental Aspects of Written Language:

Functions, Modes, Purposes, & Forms Schemas and Text Structures Questioning Skills to Elicit Dialogue related to

Topic and Purpose Developing Authentic Writing Assign.

Methods &Strategies Readings

6 Differences Between Skilled and Unskilled Writers Author/Secretary Developmental/Fluency

Graham, Harris, & Larsen (2001)Polloway Ch. 12

7 Assessing WritingEvaluating Writing ProcessEvaluating Writing Product

Polloway Ch. 5, 6, 11

8 Characteristics of vocabulary development for students with disabilitiesVocabulary Instructional Strategies

Bursuck & Damer Ch 6Polloway Ch. 8

9 Vocabulary Lesson Demonstrations Walker (on D2L)

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10 Differences between good and poor Comprehenders Bursuck & Damer ch 7Polloway Ch. 8

11 Comprehension Development/Instruction Comprehending Narrative Material Comprehending Expository Material New Literacy Skills

Bursuck & Damer ch 7Polloway Ch. 8

12 Comprehension Lesson Demonstrations Walker (on D2L)13 Web and Technology Based Instructional Support

Matching Learner Characteristics and Instructional Strategies

MacArthur (2009)Palloway Ch 1, 2, 12

14 Research Validated Writing Instruction: Self-Regulated Strategies Instruction

-Know rationale and research support for SRSD

-Apply SRSD steps in report & lesson plan and demonstration

*IRISSRSD Readings

15 Designing the Classroom Climate for Writer’s WorkshopsDrafting & Writing StrategiesHelping use writer’s tools to composeEvaluation & revision strategies (Self editing, Peer editing, Teacher/Student Writing Conferences)Publishing & Sharing Stud. Work

16 SRSD Demonstrations Baker, Gersten, & Scanlon (2002)

University Policies:

The University of Wisconsin-Whitewater is dedicated to a safe, supportive and non-discriminatory learning environment. It is the responsibility of all undergraduate and graduate students to familiarize themselves with University policies regarding Special Accommodations, Misconduct, Religious Beliefs Accommodation, Discrimination and Absence for University Sponsored Events. (For details please refer to the Undergraduate and Graduate Timetables; the “Rights and Responsibilities” section of the Undergraduate Bulletin; the Academic Requirements and Policies and the Facilities and Services sections of the Graduate Bulletin; and the “Student Academic Disciplinary Procedures” [UWS Chapter 14]; and the “Student Nonacademic Disciplinary Procedures” [UWS Chapter 17]).

General Supplementary References:Classwide Peer TutoringGreenwood, C. R., Arreaga-Mayer, C., Utley, C. A., Gavin, K. M., & Terry, B. J. (2001). Class Wide Peer Tutoring Learning Management System. Remedial and Special Education, 22, 34–47.Mastropieri, M. A., Scruggs, T. E., Berkeley, S. L. (2007). Peers helping peers. Educational Leadership, 64(5), 54-58.Maheady, L., Mallette, B., & Harper, G. F. (2006). Four classwide peer tutoring models: Similarities, differences, and implications for research and practice. Reading & Writing Quarterly, 22(1), 65-89.McMaster, K. L., Fuchs, D., & Fuchs, L. S. (2006). Research on peer-assisted learning strategies: The promise and limitations of peer-mediated instruction. Reading & Writing Quarterly, 22(1), 5–25.

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McMaster, K.L., Shu-Hsuan, K., Insoon, H, Cao, M. (2008). Peer-assisted learning strategies: A “Tier 1” approach to promoting English learners’ response to intervention. Exceptional Children, 74(2), 194-214.ComprehensionFang, Z. (2008). Going beyond the Fab Five: helping students cope with the unique linguistic challenges of expository reading in intermediate grades. Journal of Adolescent & Adult Literacy, 51(6), p476-487.Lapp, D., Fisher, D., Grant, M. (2008). “You can read this text—I’ll show you how”: Interactive comprehension instruction. Journal of Adolescent & Adult Literacy, 51(5), 372-383.Walker-Dalhouse, D., & Risko, V.J. (2008). Learning from literacy successes in high-achieving urban Schools. Reading Teacher, 61(5), 422-424. Mendelman, L. (2007/2008). Critical thinking and reading. Journal of Adolescent & Adult Literacy, 51(4), 300-302.Differentiated Instruction/Universal Design for LearningMeo, G. (2008). Curriculum planning for all learners: Applying Universal Design for Learning (UDL) to a high school reading comprehension program, Preventing School Failure, 52(2), 21-30.Tomlison, C. A., & Dockterman, D. (2002). Different learners different lessons. Instructor, 112(2)Integrated Thematic UnitsLarkin, M.J., Colvert, G.C., Ellis, E.S., et al (1995). Applying wholetheme constructivism in the Multiple Abilities Program(MAP): An integrated general and special education teacher preparation program. Canadian Journal of Special Education, 10(1), 67-86.Ross, E.P. (1998). Pathways to thinking: Strategies for developing independent learners K-8. Christopher-Gordon Pub., Inc. (Chapter 7)Andrade, H. G. (2000). Using rubrics to promote thinking and learning. Educational

Leadership, 57(5), 13-18.

Baker, S., Gersten, R., & Graham, S. (2003). Teaching expressive writing to students with learning

disabilities: research-based applications and examples. Journal of Learning Disabilities, 36(2), 109-123.

Berninger, V. W. (2009). Highlights of programmatic, interdisciplinary research on writing. Learning Disabilitites Research & Practice, 24(2), 69-80.

Fisher, J. & Schumaker, J. (1995). Searching for validated inclusive practices: A review of the literature. Focus on Exceptional Children, 28(4), 1-21.

Graham, S., & Harris, K. (1997). It can be taught, but it does not develop naturally: Myths and realities in writing instruction. School Psychology Review, 26(3), 415-425.

Graham, S., & Harris, K. (2005). Improving the writing performance of young struggling writers:

Theoretical and programmatic research from the center on accelerating student learning. Journal of Special Education, 39(1), 19-33.

Graham, S., & Harris, K. (2009). Almost 30 years of writing research: Making sense of it all with

The Wrath of Khan. Learning Disabilitites Research & Practice, 24(2), 58-68.Graham, S., Harris, K., & Troia, G. (2000). Self-regulated strategy development revisited:

Teaching writing strategies to struggling writers. Topics in Language Disorders, 20(4), 1-14. MacArthur, C.A. (2000). New tools for writing: Assistive technology for students with writing

difficulties. Topics in Language Disorders, 20(4), 85-100. Morrow, L. M. (1989). Literacy development in the early years. Englewood Cliffs, NJ: Prentice

Hall, 141-169. Schirmer, B.R., & Bailey, J. (2000). Writing Assesment Rubric: An instructional approach with

struggling writers. Teaching Exceptional Children, 33, 52-58.

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Schumaker, J. B., & Deshler, D.D. (2009). Adolescents with learning disabilities as writers: Are we

selling them short? Learning Disabilitites Research & Practice, 24(2), 81-92.Strickland, D.S., & Feeley, J. T. (1996). Development in the elementary years. In J. Flood, J.M.

Jensen, D. Lapp, & J.R. Squire (Eds.), Handbook of Research on Teaching the English Language Arts (PP 286-302). New York: Macmillan Publishing.

Temple, C., Nathan, R., Burris. N., & Temple, F. (1988). The beginnings of writing. Boston, MA: Allyn and Bacon, Inc., 211-247. Vaughn, S., Gersten, R., & Chard, D. (2000). The underlying message in LD intervention research:

Findings from research synthesis, Exceptional Children, 67, 99-114. (note that some electronic data bases have this article listed without the third author)

Instructional Strategies for Teaching Written ExpressionIV. Cognitive Strategy Instruction on the Writing Process:

DeLaPaz, S., & graham, S. (2002). Explicitly teaching strategies, skills, and knowledge: Writing instruction in middle school classrooms. Journal of Educational Psychology, 94(4), 687-698.

Dockrell, J., Lindsay, G., Connelly, V., & Mackie, C. (2007). Constraints in the production of written text in children with specific language impairments. Exceptional Children, 73(2), 147-164.

Englert, C.S., et.al. (1991). Making writing strategies and self-talk visible: Cognitive strategy instruction in writing in regular and special education classrooms. American Educational Research Journal, 28, 337-373.

Englert, C.S. (1992). Writing instruction from a sociocultural perspective: The holistic, dialogic,and social enterprise of writing. Journal of Learning Disabilites, 25(3), 153-172

Englert, C.S. (2009). Connecting the dots in a research program to develop, implement, and evaluate strategic literacy interventions for struggling readers and writers. Learning Disabilitites Research & Practice, 24(2), 104-120.

Graham, S., & Harris, K.R. (1989). Components analysis of cognitive strategy instruction. Effects

on learning disabled students' compositions and self-efficacy. Journal of Educational Psychology, 81, 352-361.

Guzel-Ozmen, R. (2006). The effectiveness of modified cognitive strategy instruction in writing with mildly mentally retarded Turkish students. Exceptional Children, 72, 281-297.

Wong, B.Y.L., Butler, D.L., Ficzere, S.A., & Kuperis, S. (1996). Teaching low achievers and students with learning disabilities to plan, write, and revise opinion essays. Journal of Learning Disabilities, 29(2), 197-212.

Zito, J., Adkins, M., Gavins, M., Harris, K., & Graham, S. (2007). Self-regulation strategy development: relationship to the social-cognitive perspective and the development of

self-regulation. Reading & Writing Quarterly, 23, 77-95.

Brainstorming:Harris, K., & Graham, S. (1985). Improving learning disabled student’s composition skills: Self-

control strategy training. Learning Disabilities Quarterly, 8, 27-36.Planning:

DeLaPaz, S., & Graham, S. (1997). Effects of dictation and advanced planning instruction on the

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composing of students with writing and learning problems. Journal of Educational Psychology, 89, 203-223.

Goal Setting:Graham, S., MacArthur, C., Schwartz, S., & Voth, T. (1992). Improving the compositions of

students with learning disabilities using a strategy involving product and process goal setting. Exceptional Children, 58, 322-335.

Outlining/Semantic Webbing:Alexander, P., Graham, S., & Harris, K. (1998). A perspective on strategy research: Progress and

prospect. Educational Psychology Review, 10, 129-154.

DeLaPaz, S. (1999). Self-regulated strategy instruction in regular education settings: Improving outcomes for students with and without learning disabilities. Learning Disabilities

Research and Practice , 14, 92-106.

MacArthur, C., Schwartz, S., Graham, S., Molloy, D., & Harris, K. (1996). Integration of strategy

instruction into whole language classrooms: A case study. Learning Disabilities and Practice, 11, 168-176.

Text Structure:Albertson, L., & Billingsley, F. (1997, March). Improving young writers’ planning and revising

skills while story writing. Paper presented to the Annual Meeting of the American Educational Research Association, Chicago, IL

V. Teaching Narration and Exposition:Beck,J., & and McKeown, M. (1981). Developing questions that promote comprehension: The

story map. Language Arts, 58, 913-918Fitzgerald, J., & Teasley, A.B. (1986). Effects of instruction in narrative structure on children's

writing. Journal of Educational Psychology, 78, 424-432.Fowler, G. (1982). Developing comprehension skills in primary students through the use of story frames. Reading Teacher, 36, 176-179.Gordon, C.J., & & Braun, C. (1985). Metacognitive processes: Reading and writing narratives.

In D.L. Forrest-Pressley, G.E. MacKinnon, & T.G. Walker (Eds.) Metacognition, cognition, and human performance (pp.1-75). Orlando, FL: Academic Press.Graves, A., Montague, M., & Wong, Y. (1990). The effects of procedural facilitation on the story composition of learning disabled students. Learning Disabilities Research, 5, 88-93. Harris, K.R., & Graham, S. (1996). Making the writing process work: Strategies for composition

and self-regulation. Cambridge, MA: Brookline.Reid, R. & Lienemann, T.O. (2006). Self-regulated strategy development for written expression

with students with Attention Deficit/Hyperactivity Disorder. Exceptional Children, 73, 53-

68.Overall Writing Performance:

DeLaPaz, S., & Graham, S. (1997). Strategy instruction in planning: Effects on the writing performance and behavior of students with learning disabilities. Exceptional Children,

63, 167-181.

Graham, S., & Harris, K. (1989). Improving learning disabled students’ skills at composing essays:

Self-instructional strategy training. Exceptional Children, 56, 201-214.Sawyer, R., Graham, S., & Harris, K. (1992). Direct teaching, strategy instruction, and strategy

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instruction with explicit self-regulation: Effects on learning disabled students’ composing

and self-efficacy. Journal of Educational Psychology, 84, 340-352.Peer Revising Strategy:

MacArthur, C., Schwartz, S., & Graham, K. (1991). Effects of a reciprocal peer revision strategy

in special education classrooms. Learning Disabilities Research and Practice, 6, 201-210. Stoddard, B., & MacArthur, C. (1993). A peer editor strategy: Guiding learning disabled students

in response and revision. Research in the Teaching of English, 27, 76-103.Strategy Instruction on Revision:

Deshler, D.D., & Schumaker, J. B. (1986). Learning strategies: An instructional alternative for low-achieving adolescents. Exceptional Children, 52, 583-590.

Ellis, E.S., & Friend, P. (1991). The adolescent with learning disabilities. In B.Y.K. Wong (ed.),

Learning about learning disabilities (pp.506-561). Orlando, FL: Academic Press Graham, S. (1997). Executive control in the revising of students with learning and writing

difficulties. Journal of Educational Psychology, 89, 223-234Graham, S., & MacArthur, C. (1988). Improving learning disabled students’ skills at revising

essays produced on a word processor: Self-instructional strategy training. Journal of Special Education, 22, 133-152.

McNaughton, D., Hughes, C., & Ofiesh, N. (1997). Proofreading for students with learning disabilities: Integrating computer and strategy use. Learning Disability Research & Practice, 12, 16-28.

Schumaker, J., & Deshler, D. (2003). Can students with LD become competent writers? Learning

Disability Quarterly, 26, 129-141.

CEC StandardsIGC4S14 – Implement systematic instruction in teaching reading comprehension and monitoring strategiesIGC4S16 – Implement systematic instruction to teach accuracy, fluency, and comprehension in content area reading and written language

LDLD4S7 – Identify and teach essential concepts, vocabulary, and content across the general curriculumLD4S9 – Implement systematic instruction in teaching reading comprehension and monitoring strategiesLD6S1 – Enhance vocabulary development

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