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Instructor Class Description

Time Schedule:

Tony Smith
Seattle Campus

Teaching and Learning in Literacy III

Introduces participants to the content and process of literacy learning in elementary school. Study of abilities needed for effective literacy use, instructional strategies to help children acquire these abilities, and assessment strategies to evaluate student progress. Prerequisite: elementary TEP student.

Class description

Welcome to the third course in literacy teaching and learning. This quarter you will continue to hone the understandings about literacy that you developed in 531 and 532.

Writing is our primary focus this quarter. Throughout the quarter we will examine and practice methods of teaching and assessing writing. We will consider the qualities of “good” writing and characteristics of effective writers across various contexts. We will discuss strategies for supporting children’s writing development and motivating children to write. We will examine writing samples to determine what children understand about writing and how we can build on their understandings to help them become capable writers. We will investigate how to nurture students’ abilities to use writing as a tool for learning and thinking, to learn about themselves and the world, and to communicate with others.

Effective teachers of writing are themselves writers. Thus, in this class we will write in different genres and share our writing with class members. Through our own writing, we will experience methods that we can use with our students. Likewise, we will explore the feelings that can accompany writing—satisfaction, anxiety, frustration, catharsis, and elation.

In this course you will:

• Gain a thorough understanding of the elements of the writing process, its purposes, and its forms • Develop a repertoire of strategies for helping students become motivated and effective writers, including consideration of diverse needs, abilities, and interests • Acquire a clear understanding of assessing students’ writing and using these insights to build instruction • Address how what counts as “good” writing shifts across content areas and sociocultural contexts • Create professional-quality products that showcase your ability to teach writing and that can be incorporated into your MIT portfolio

Student learning goals

General method of instruction

Recommended preparation

Class assignments and grading

The information above is intended to be helpful in choosing courses. Because the instructor may further develop his/her plans for this course, its characteristics are subject to change without notice. In most cases, the official course syllabus will be distributed on the first day of class.
Additional Information
Last Update by Tony Smith
Date: 09/27/2004