Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ONLINE COURSE (Moodle)

READ 509S: Literacy Practicum (3 cr)
The practicum is offered twice during the academic school year.
Consult with SOU on the best term for you to enroll.

Dr. Jo-Anne Lau-Smith - Southern Oregon University

COURSE
DESCRIPTION
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.
COURSE
STRUCTURE
Candidates will work with a faculty advisor to define individualized activities for comprehensive roles to be completed for the 90-hour university-supervised literacy fieldwork requirement. 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.
STANDARDS This course supports the following 2010 International Reading Association's Standards for Reading Professionals:
1.1 Candidates understand major theories and empirical research that describe the cognitive, linguistic, motivational, and sociocultural foundations of reading and writing development, processes, and components, including word recognition, language comprehension, strategic knowledge, and reading-writing connections.
2.1 Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.
2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
3.2 Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.3 Candidates use assessment information to plan and evaluate instruction.
3.4 Candidates communicate assessment results and implications to a variety of audiences.
4.3 Candidates develop and implement strategies to advocate for equity.
5.1 Candidates design the physical environment to optimize students' use of traditional print, digital, and online resources in reading and writing instruction.
5.2 Candidates design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students' opportunities for learning to read and write.
5.4 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
6.3 Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
PRACTICAL
APPLICATIONS
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.
CORE/ELECTIVE The practicum is required to complete the 24-credit Reading Endorsement program.
INSTRUCTOR Dr. Jo-Anne Lau-Smith, Associate Professor of Education, Southern Oregon University. Eight years of public school teaching experience; 11 years teaching at the university level. (BA, M. Ed., University of California, Los Angeles; Ph.D., University of Hawaii at Manoa)
TARGET
AUDIENCE
P-12 teachers seeking a Reading Endorsement.
TIME
COMMITMENT
90 hours of university-approved literacy fieldwork.
TEXTBOOK A textbook is required for this course. You will be sent the textbook title and suggested purchase locations when you register for the course.
COST No course in the ReadOregon curriculum will cost more than $359 per credit, including all fees, for students enrolled in the ReadOregon program.
CONTACT(S) For more details on this course, please contact Dr. Jo-Anne Lau-Smith or Angela Huftill, Professional Program Development Coordinator.

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


ReadOregon Home   |    © ReadOregon, 2014