Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education
ONLINE COURSE (WebCT)

READ 509-P: PSU Reading Practicum (3 credits)
This course is offered fall, winter, and spring terms as necessary

Dr. Carrol Tama - Portland State University


COURSE
DESCRIPTION		 The practicum is carried out in schools and/or districts and consists of reading endorsement 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/or 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 assistances, 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.
COURSE
STRUCTURE		 Reading Endorsement students upon completion of the practicum will demonstrate:
1. Expertise in assessing and instructing readers, particularly struggling readers.
2. Professional development/leadership experience in working with fellow teachers, instructional assistants, administrators, and parents.
3. Fulfillment of a variety of reading specialist roles, e.g., designing/assessing/implementing literacy programs, working with parents/community members, evaluating literacy materials, mentoring, action research, etc.
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.
PRACTICAL
APPLICATIONS		 Candidates will:
a. Complete a diagnosis of the reading proficiencies and difficulties of the student population being served.
b. Develop a literacy instructional plan to meet the needs determined by this diagnosis.
c. Plan and implement specific literacy work with struggling readers.
d. Develop and implement specific plans to communicate with the concerned community: parents, caregivers, colleagues, administrators.
CORE/ELECTIVE This graduate-level practicum is a university and TSPC requirement for teachers seeking a Reading Endorsement.
INSTRUCTOR Carrol Tama, PhD, Professor, Portland State University Graduate School of Education. Eight years of secondary Language Arts teaching, 4 years as a Reading Teacher and grades 9-12 Reading Coordinator. (BA, Alvernia College; MA, California State University; MS, PhD, Syracuse University.)
TARGET
AUDIENCE		 Teachers seeking a reading endorsement. Candidates must complete the practicum that is offered through their home institution.
TIME
COMMITMENT		 90 hours of university-approved literacy fieldwork.
TEXTBOOK The required textbook for this course is Becoming a Literacy Leader by Jennifer Allen. Stenhouse Publishers. ISBN:1571104194.
COST No course in the ReadOregon curriculum will cost more than $300 per credit, including all fees, to students in the ReadOregon program.
TECHNICAL
REQUIREMENTS		 This online course requires access to the Internet with Word/WordPerfect for written assignments. Recommended minimum computer configuration is:
  1. PC running Windows 95 or newer
  2. Macintosh Quadra 700 or better or Power PC
  3. Modem 28.8 or faster, or other network connection
  4. Sound card and speakers (optional)
  5. 32 Megabytes or greater of system RAM
  6. Adequate hard disk drive
CONTACT For more details on this course, please contact Carrol Tama at tamam@pdx.edu.
PRACTICUM
FORM		 Please submit a Practicum Sign-Up Form to PSU when you have taken 12 credits of your reading endorsement course of study.
Practicum Sign-Up Form: Word document; PDF
REGISTER at PSU

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

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