READ 536: Teaching Phonics and Word Study: ECE/Elem (1-cr)

COURSE
DESCRIPTION

This course will examine recent research regarding knowledge about how to include word study in a primary/elementary classroom. A specific goal is to increase knowledge about how to teach students to become word solvers. Students will in turn learn to use tools they need to approach new words that are embedded in texts they read and occur in the texts they write. Topics will include phonemic awareness, letter names/sounds, phonics, word walls, and spelling patterns. Many instructional strategies to reach this goal will be examined.

PREREQUISITES

Graduate standing. Learners are assumed to be elementary teachers with access to a classroom of students. Teachers enrolling in this course desire to increase their knowledge about literacy and their ability to incorporate into their teaching best practices based on that knowledge.

COURSE
STRUCTURE

This is an online Blackboard course. Activities include textbook readings with online discussions; reports; classroom application and summary paper. Participants will:

Learn to observe and assess the behavioral evidence that reveals children's knowledge of the symbol system and conventions
Be able to share ways of implementing word study in their classroom
Examine the teaching of phonics and spelling in a reading/writing classroom
Make connections to standards-based instruction, particularly in supporting young word solvers
Examine the topics (phonemic awareness, word walls, phonics and spelling patterns) in relation to the relevance of their instruction

STANDARDS

This course supports the following International Reading Association's Standards for Reading Professionals (2003):

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

Learners will apply knowledge gained to teaching phonics and word study in their own classrooms.

CORE/ELECTIVE

This 1-credit graduate course can be used as an elective in the Literacy Strategies and Methods thematic area in the 24-credit Reading Endorsement program or the 12-credit Literary Education program, or as a stand-alone course for professional development.

INSTRUCTOR

Sharon Evoy, Assistant Professor, Language Arts & Reading, College of Education, Eastern Oregon University. (BA, Illinois Benedictine University; MA, National-Louis University, Evanston, IL)

TARGET
AUDIENCE

Early childhood and elementary teachers.

TIME
COMMITMENT

Students should expect to spend approximately 3 hours per week for 10 weeks in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written reports/papers and classroom-based assignments). 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

A textbook is required for this course. You will be sent the textbook title and suggested purchase locations when you register for the course.

CONTACT

For more details on this course, please contact Sharon Evoy, Eastern Oregon University.