READ 509S: Literacy Practicum (3 cr)

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 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

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, Assistant Professor of Education, Southern Oregon University. Eight years of public school teaching experience; 7 years teaching in University of Hawaii system. (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 $300 per credit, including all fees.

TECHNICAL
REQUIREMENTS

This online course requires access to the Internet with Word/WordPerfect for written assignments. Recommended minimum computer configuration is:

PC running Windows 95 or newer
Macintosh Quadra 700 or better or Power PC
Modem 28.8 or faster, or other network connection
Sound card and speakers (optional)
32 Megabytes or greater of system RAM
Adequate hard disk drive

CONTACT(S)

For more details on this course, please contact Dr. Jo-Anne Lau-Smith or Angela Huftill in Extended Campus Programs.