Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ONLINE COURSE (Blackboard)

TCE 509: Literacy Practicum (3 cr)
Oregon State University Reading Endorsement Candidates Only
This course is offered fall, winter, and spring terms as necessary

Dr. Ken Winograd, Oregon State University

The practicum is carried out in schools and/or districts and consists of candidates working directly with students, other faculty, administrators, and the school community to fulfill various roles of the reading specialist. Among the roles to be demonstrated during the practicum are: 1) teaching reading; 2) literacy testing; 3) developing curriculum for various groups of readers including ELL, struggling readers, average and gifted readers; 4) assessing and making recommendations for a school's reading program; and 5) developing literacy-focused professional development sessions for faculty, administrators, instructional assistants, and parents.
PREREQUISITES The practicum may not be taken until a candidate has completed a minimum of 12 credit hours of coursework in literacy. Typically, the practicum is the final capstone course of the reading endorsement course of study.
Candidates will work with a faculty advisor to clarify and define the assigned field activities, to be completed for the 90-hour university-supervised literacy fieldwork requirement.

Students will submit a Practicum Portfolio with artifacts to support each of four categories: Professional development; Collaboration with colleagues; Networking with education specialists; and Reflection on Learning Gains and Development of Personal Professional Plan.

STANDARDS This course supports the following International Reading Association's 2003 Standards for Reading Professionals:
1.4 Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
2.2 Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
2.3 Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
3.1 Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
3.3 Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds.
3.4 Effectively communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).
4.1 Use students' interests, reading abilities, and backgrounds as foundations for the reading and writing program.
4.2 Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
5.4 Participate in, initiate, implement, and evaluate professional development programs.
Course assignments are school-based, practical assignments that allow the candidate to fulfill the roles and responsibilities of a reading specialist in a school or district. A practicum cannot be completed solely within a teacher's own classroom; assignments must also include working with other faculty, instructional assistants, administrators, media specialists, personnel service faculty, parents, school data, literacy tests and resources, etc. Assignments are chosen in consultation with the instructor and based on literacy needs in the practicum setting, the teacher's professional needs, and the requirement to implement multiple reading specialist roles.
CORE/ELECTIVE This graduate course is required for the 24-credit Reading Endorsement program.
INSTRUCTOR Dr. Ken Winograd. Associate Professor School of Education, Oregon State University, teaching reading, writing and research methods classes to preservice teachers since 1990. Eight years as elementary teacher; one year as an elementary principal; one year teaching English conversation in Japan. (BA, Rider College; Ed.M., Rutgers University; Ed.D., University of Northern Colorado)
Reading endorsement candidates who have selected Oregon State University as their ReadOregon home institution.
Ninety hours of university-supervised school or district-based literacy fieldwork is required by the Teacher Standards and Practices Commission for the Reading Endorsement.
TEXTBOOK No textbook is required for the practicum.
COST No course in the ReadOregon curriculum will cost more than $359 per credit, including fees, for students in the ReadOregon program.
CONTACT For more details on this course, please contact Ken Winograd at
Special OSU registration instructions
Link to OSU ReadOregon page

For further questions about ReadOregon programs, email Bonnie Morihara or call 503-838-8413.

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