Read Oregon: An Oregon Collaborative for Improvement of Literacy

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

READ 519: Language Study for Teachers: K-12 (3 credits)
Spring 2003: 3/31/03 - 6/13/03, 1 credit
Summer 2004: 7/19/04 - 8/13/04, 1 credit
Summer 2005: 6/20/05 - 7/16/05, 1 credit
Spring 2006: 4/3/06 - 6/16/06, 1 credit
Summer 2006: 6/26/06 - 7/22/06, 1 credit
Spring 2007: 4/2/07 - 6/15/07, 1 credit
Summer 2007: 6/25/07 - 7/20/07, 3 credits
Spring 2008: 3/31/08 – 6/13/08, 3 credits
Summer 2008: 6/23/08 - 7/20/08, 3 credits

St. Pierre-Graves – Portland State University

COURSE
DESCRIPTION		 This course will provide foundational knowledge in linguistics important for literacy teachers. Topics include fundamentals in:
  • Phonetics and phonology
  • Morphology
  • Syntax
  • Semantics
  • Pragmatics and language use in society
  • Classroom discourse
    • PREREQUISITES There are no required prerequisites for this graduate-level course. However, learners are assumed to have experience working with elementary and/or secondary students.
    COURSE
    STRUCTURE    		 Online delivery using WebCT. No face-to-face interactions. Course readings; Discussion Board, Threaded Discussion; providing responses on selected topics and exercises to share with one another. Language analysis using student sample is also included.
    STANDARDS This course supports the following International Reading Association's 2003 Standards for Reading Professionals:
    1.1 Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
    1.3 Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.
    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.
    PRACTICAL
    APPLICATIONS    		 Teachers will gain important background knowledge to facilitate their instructional planning and delivery in phonics instruction, vocabulary development, sentence structure, word meaning and choice in comprehension, questioning strategies, and textual structure.
    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, as 3 elective credits for those in the 12-credit Literary Education program, or as a stand-alone course.
    INSTRUCTOR Mimi St. Pierre-Graves
    TARGET
    AUDIENCE    		 This course is designed as an overview of linguistics fundamentals for preK-12 teachers.
    TIME
    COMMITMENT    		 Students should expect to spend approximately 22 hours per week for 4 weeks (summer) OR 9 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written and teacher's classroom-based assignment). 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 The textbook for this course is Reading, Writing, and Learning in ESL: A Resource Book for K-12 Teachers, 3rd edition or later, by Suzanne F. Peregoy and Owen F. Boyle. Longman. ISBN: 0-8013-3249-4
    CONTACT(S) For more details on this course, please contact Mimi St. Pierre-Graves or Val Katagiri at Portland State University.
    REGISTER at PSU

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

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