Read Oregon: An Oregon Collaborative for Improvement of Literacy

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

READ 513: Foundations of Literacy for Middle/High School Teachers
Spring 2004: 3/29/04 - 6/11/04
Spring 2005: 3/28/05 - 6/10/05
Spring 2006: 4/3/06 - 6/16/06
Fall 2006: 9/25/06 - 12/9/06
Fall 2007: 9/25/07 - 12/8/07
Fall 2008: 09/29/08 - 12/12/08
Spring 2010: 03/29/10 - 06/11/10

Dr. Phillip Hofmann, Eastern Oregon University
Dr. Lisa Snyder, Eastern Oregon University

COURSE
DESCRIPTION		 This graduate-level course introduces teachers to the foundations of literacy for middle and high school students. Learners will explore the factors that influence literacy learning and analyze core understandings about the nature of reading and reading for understanding in the content areas. Students will explore the variety of ways that students learn and will create a variety of meaningful classroom literacy activities, materials, and resources.
PREREQUISITES Graduate standing. It is assumed that all participants in this course have access to a middle/high school-level classroom where they can conduct observations as well as incorporate the literacy strategies we discuss in this class.
COURSE
STRUCTURE		 Textbook readings with posted reflections; posting to whole class discussion forums; providing feedback to other learners; keeping a theory-into-practice reflection log, and final research article review project.
STANDARDS This course supports the following International Reading Association's 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.
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.
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.
4.3 Model reading and writing enthusiastically as valued life-long activities.
4.4 Motivate learners to be lifelong readers.
5.2 Continue to pursue the development of professional knowledge and dispositions.
PRACTICAL
APPLICATIONS		 Learners will apply an understanding of the ways that students learn to develop a variety of meaningful classroom literacy activities, materials, and resources. Learners will also keep a "theory into practice" reflection log that demonstrates how the application of the theories and instructional practices learned in the course impacts work with their students. Lessons learned are shared with classmates so that teachers have ample opportunity to learn from fellow teachers.
CORE/ELECTIVE This graduate course can be used as a core or elective course in the Literacy Foundations thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development.
INSTRUCTOR Dr. Lisa Snyder, Visiting Assistant Professor, Eastern Oregon University. Eight years of secondary teaching and administrative experience in English, reading, ESL. Expertise in integrating technology into the curriculum. (BA, SUNY College at New Paltz; MS, SUNY at Albany; Ed.D., Argosy University, Sarasota FL)
Dr. Phillip W. Hofmann, Adjunct Professor of Literacy and Education, Eastern Oregon University. 16 years as K-12 language arts and reading teacher in California and Oregon. 5 years teaching at EOU. Reader's Theater expert. Author of children's books. (BA, San Diego State University; MA and PhD, Claremont Graduate University)
TARGET
AUDIENCE		 Middle school and high school teachers and those seeking a Reading Specialist endorsement.
TIME
COMMITMENT		 Students should expect to spend approximately 9 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing classroom-based assignments and final project). This course is online and does not require in-person attendance. Assignments are completed on the learner's time schedule and are due as posted.
TEXTBOOK Textbook(s) are required for this course. You will find the textbook listed in the syllabus that is posted online at the EOU website or you may contact the instructor. For most classes, the EOU Bookstore will be a source for the textbook.
COST No course in the ReadOregon curriculum will cost more than $330 per credit, including all fees.
CONTACT(S) For more details on this course, please contact Dr. Lisa Snyder at lsnyder@eou.edu or Dr. Phillip W. Hofmann, Eastern Oregon University.

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

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