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Writing Grades K-5 for Active WV Educators
 
Course Description
    

Writing is a developmental process that involves multiple stages. During this course, you will learn the importance and the characteristics of the writing stages that are most associated with grades PreK-5. These stages are emergent, beginner, transitional, and intermediate. You will explore each stage and look at student work samples so that you will be able to identify children in the various stages and plan appropriate writing activities for students in your classroom. It is important to remember that the stages are developmental and are solely based on the students’ knowledge, and not restricted to a particular age group.

 
Course Syllabus
    
Overview
Writing is a developmental process that involves multiple stages. During this course, you will learn the importance and the characteristics of the writing stages that are most associated with grades PreK-5. These stages are emergent, beginner, transitional, and intermediate. You will explore each stage and look at student work samples so that you will be able to identify children in the various stages and plan appropriate writing activities for students in your classroom. It is important to remember that the stages are developmental and are solely based on the students’ knowledge, and not restricted to a particular age group.
 
Goals
By the end of this course, participants will:
  • understand that the developmental processes of reading, writing and spelling are integrally related,
  • recognize and understand the characteristics of the stages of writing developmental and the order in which they occur,
  • understand the importance of oral process and the impact it has on the writing stage,
  • identify characteristics of an emergent writer,
  • evaluate and use data to identify learners’ needs,
  • create a developmentally appropriate activity catered to emergent writers,
  • identify characteristics of beginning writers,
  • evaluate and use data to identify learners’ needs,
  • understand how a literacy rich environment plays a role in the development of writing,
  • identify characteristics of transitional writers,
  • evaluate and use data to identify learners’ needs,
  • create or locate a developmentally appropriate activity catered to transitional readers and spellers,
  • identify characteristics of all writing stages,
  • use the knowledge you've learned in order to consider the stages of writers in your own classroom,
  • complete a survey in order to reflect upon your own practices as a writer,
  • collect and analyze a class set of writing samples to guide classroom organization and instruction (their own, samples provided, or another class),
  • organize data into groupings according to developmental level,
  • locate and modify or create a lesson plan to differentiate writing instruction for students in their classroom, and
  • implement a writing lesson with students in their classroom.
Course Organization
This course includes several different activity components, all of which are described below. During each session, you will participate in a unique collection of these activity components, depending on the particular focus of that session.
When you see the "Read" icon you will be reading relevant articles, resources, and instructional materials that will help inform your online course development process.
When you see the "Activities" icon you will be completing activity-based curriculum and inputting various components of your course content into course project.
When you see the "Discuss" icon you will be using the online discussion board to share ideas, resources, and thoughtful conversation with your fellow course participants and facilitator.

Prerequisites
This professional development course is designed for PreK-5 teachers curriculum specialists and administrators. Participants are expected to have regular access to computers. Although not a requirement, high speed Internet access definitely enhances the online experience. Participants should be proficient with using email, browsing the Internet and navigating through computer files.
Microsoft Word is required in order to read, edit and/or create documents for this course. If you have a WVDE k12.wv.us email account, you have access to Word, Excel, PowerPoint, OneDrive, etc. as part of Microsoft Office 365. You should see your school/ county technology support person if you need help in using/installing Word and/or other Office applications.
If you do not have a k12.wv.us email account, Word must be acquired through other means. One way to get access to Word Online at no charge is by Creating a Microsoft Outlook Account with Access to FREE Office Online.
 
Format And Requirements
This workshop is divided into six one-week sessions which each include readings, activities, and an online discussion among workshop participants. The time necessary to complete each session is estimated to be 6.5 to 7 hours.
The outline for the workshop is as follows:
Session One: The Developmental Process of Writing
Session Two: Emergent Writing Stage
Session Three: Beginner Writing Stage
Session Four: Transitional Writing Stage
Session Five: Intermediate Writing Stage
Session Six: Classroom Implementation

Assignments And Assessment
Each session includes readings, activities, and a discussion assignment, which participants are required to complete weekly. This is a three-hour graduate level course and will require 30 - 45 hours to successfully complete the tasks. Participants should plan to spend 6.5 - 7 hours weekly to read assignments, complete activities including the session projects and participate actively in the weekly discussions.
Orientation Quiz: During the Orientation Session, participants are expected to complete the Orientation Quiz. The quiz may be completed as many times as necessary to score at least a 90% accuracy.
 
Pre and Post Workshop Surveys: Participants are expected to complete both surveys. The Orientation Survey is to be completed by Sunday during the Orientation Session and the Final Survey is to be completed by Sunday during Session Six.
 
Readings and Activities: Participants are expected to complete the required course readings and activities as posted in each of the session assignment pages. Optional readings may also be completed, but are not mandatory.
 
Course Projects: Each week participants will download and save a session project template and complete a session project. Participants can type directly into the file. During Sessions One through Six, participants will place their completed session project into Discussion #2 for peer-review. Each participant will peer-review a colleague's session project. During Sessions One through Six, participants will attach their session project to the session dropbox for facilitator review. The following project templates rubrics will be used during this course.
 
 
Discussion Forum: Participants will be evaluated weekly on the frequency and quality of their participation in Discussion Forum #1.This course has dual discussion posting for each session, one of which is a peer-review forum in which participants review a colleague's project.
Participants are required to post a minimum of one substantial original posting each session in response to the Discussion #1 prompt for that session by Sunday evening. Participants are to respond thoughtfully to a minimum of two colleagues' original postings in Discussion #1 each session by Monday evening. They are to read all original Discussion #1 messages by course participants and enough additional Discussion #1 responses to make a total of 50% of the Discussion #1 messages posted for that session by Tuesday evening. Postings will be evaluated on their relevance, demonstrated understanding of course concepts, examples cited and overall quality.
The guidelines for the discussions and how they will be evaluated are located in the Discussion Guidelines and the Checklist for Evaluating Discussion Postings. The facilitator will follow these guidelines and the checklist when evaluating successful participation in Discussion #1.
Participants are also required to post their session project to Discussion #2 of each session for peer-review. Each session will have a peer-review rubric which is a modified version of the project rubric that the facilitator will use to evaluate the participants' projects. Read the Rubric Review Help Guide for guidelines about conducting a peer-review. Participants will highlight the items in the "Satisfactory" column on the peer-review rubric that meet expectations and make remarks in the "Comments" column about items that need improvement. Also, any areas that are exemplary will be placed in the "Comments" column. These rubric reviews will be posted in the Discussion #2 and participants will have the opportunity to revise the project before submitting it for facilitator grading.

Course Grading Expectations
All grades in the course gradebook must be a "C" for successful course completion. A grade of "C" indicates that all work has been completed and the work meets the expectations for that assignment.

Copyright And Plagiarism Information
All resources referenced during the course will be properly documented.
Copyright guidelines are to be observed throughout the course project and all course activities. All work associated with course projects, course assignments and course discussions will be original to each course participant. Fair use does not apply to the course project.
 
Plagiarism, the reproduction of all or any part of another individual’s or organization’s work, by a course participant of work associated with the course project or other course assignments at any point during the course will result in no credit being awarded for the course. 
Course projects are to be the work of an individual course participant. Group projects require special permission of the program coordinator, Donna Landin (dlandin@k12.wv.us).
 
Software Disclaimer
Participants are to seek assistance regarding the appropriate software programs to be downloaded when updating or installing new programs on their computers. Inappropriate downloads of software may result in malicious programs being installed on your computer.
 
Certificate Of Completion
Upon successful completion of this course, Writing Stages and Development PK-5 for Active Educators, participants will receive a Certificate of Completion documenting successful completion of the course requirements. Certificates are distributed to each qualifying participant via attachment to the course feedback in the Course Dropbox shortly after the completion of the course.
 
Graduate Credit Information
Participants in this course are eligible to receive non-degree graduate credits from either West Virginia University, Marshall University, West Virginia State University, or Concord University. Credits will be awarded at the end of the semester in which the course occurs. Additional information is available on the course News/ Welcome Page.