An introduction to our work in EDUG 570.

1. EDUG 572
Reading/Writing Connections

2. Welcome!
“Reading, like writing, is a creative act. If readers only bring a
narrow range of themselves to the book, then they'll only see their
narrow range reflected in it.”
Ben Okri
“I write entirely to find out what I'm thinking, what I'm looking at,
what I see and what it means. What I want and what I fear.”
Joan Didion

3. Course Description
This course examines the connection between reading and writing
through inquiry of cognitive, sociocultural and linguistic theoretical
constructs. Investigation of research-based strategies provides the
foundation for planning, developing, organizing, and managing
narrative and expository writing instruction to enrich balanced
literacy learning across P-12 levels. Topics addressed include
reading/ writing workshop approach, differentiated reading/ writing
instruction, developmental spelling, process writing, technology
integration, conventions of standard American English, and the
assessment of writing.

4. Objectives
The following objectives are based on the
2010 International Reading Association
Standards. The complete list of standards
addressed in this course are available under
“Standards” on the main course page for
EDUG 572 on BlackBoard.

5. 1. ! examine the connection between reading and writing through
inquiry of cognitive, sociocultural and linguistic theoretical
constructs (IRA 1.1);
2.! become familiar with current theory and research relating to
best practices in literacy (IRA 1.1);
3.! Become familiar with current theory and research relating to
the creation of literate environments and practices for individual
differences and organizing for effective instruction (IRA 4.1);
4.! identify strategies and reading programs relating to fluency,
vocabulary/background knowledge, comprehension, writing, spelling,
motivation and metacognition (IRA 1.4); and
5.! examine current curriculum materials for learners at different
stages of reading and writing development and from different
cultural and linguistic backgrounds (IRA 2.3).

6. Overview of Course
Together, we will be examining
the relationship between reading, writing
and learning, both personally and
professionally
various writing programs, approaches and
assessments used in schools

7. Technology
BlackBoard; edmodo; wikispaces; jing; audio tools; slide shows,
e.g., PowerPoint, Keynote, slideshare.
N.B. You need a reliable internet connection and the following
programs:
1. Windows Media Player
2. Adobe Acrobat Reader
3. Adobe Flash Player
4. Quicktime Player http:/ /www.apple.com/quicktime/download/
See “Technology Resources” on the main course page for 572 on
BlackBoard for assistance.

8. Structure
Our course is structured as one learning unit each week.
Objectives, learning activities, assignments and assessments can be
found under Course Documents.
Assignments and Assessments are also available under Assignments.
Your work will be posted, or links to your work will be posted, to
the Discussion Board of BlackBoard and to edmodo.com.

9. Resources
In addition to the two required texts, we
will be exploring a number of websites and
groups, e.g., The National Writing Project,
ReadWriteThink, the National Gallery of
Writing and other relevant resources.

10. Learning Activities
These will include:
Presentations on writing programs, evaluation
of writing assessments, reading articles on
the reading/writing connection for emergent
readers and writers as well as young adult
readers and writers. . . .

11. These learning activities will familiarize you
with best practices in writing instruction,
particularly as it relates to reading, theory
and history of writing instruction, and how
to design professional development
addressing these issues--the knowledge and
skills you need as a literacy professional.

12. Assessments
You will be assessed on:
Assigned projects and papers
Participation in BlackBoard Discussions as
well as edmodo
Rubrics for all work are available under
Assignments on BlackBoard

13. Length of Course:
Eight Weeks
Weekly activities:
Readings; responses to readings on
edmodo.com; website exploration; writings;
other activities.

14. Final Notes
This course goes very quickly; develop a
schedule and routine for keeping up
Failure to comply with the University policies
on academic integrity (see Student
Handbook) can result in failure of work and/
or course
Ask questions on the Discussion Board of
BlackBoard