Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ONLINE COURSE (Desire to Learn! - D2L)

READ 554: Literacy Instruction Strategies for ELL, K-12 (3 cr)
Summer 2005, 2006, 2007
Winter 2005, 2008, 2009, 2010, 2011, 2012, 2013, 2014
Winter 2014 (01/06/14 - 03/21/14)

Leigh Anne Scherer – Portland State University

COURSE
DESCRIPTION
This graduate course provides instructional strategies for working with second language learners. In particular, this course covers the following topics:
  • Language and cognitive development and its implications in planning effective instructional activities with ELL students
  • Principles of effective instruction for working with ELL students in a mainstream classroom
  • Reading instruction strategies
  • Writing instruction strategies
  • Strategies in designing appropriate assessment for English language learners
PREREQUISITES There are no required prerequisites for this graduate-level course. However, learners are assumed to be teachers with access to elementary and/or secondary students.
COURSE
STRUCTURE
Fully online delivery using D2L. No face-to face interactions. Course readings, discussion board, threaded discussion, providing responses on selected topics and exercises to share with one another.
STANDARDS This course supports the following International Reading Association's 2010 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.
3.1 Candidates understand types of assessments and their purposes, strengths, and limitations.
3.3 Candidates use assessment information to plan and evaluate instruction.
3.4 Candidates communicate assessment results and implications to a variety of audiences.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
4.2 Candidates use a literacy curriculum and engage in instructional practices that positively impact students' knowledge, beliefs, and engagement with the features of diversity.
4.3 Candidates develop and implement strategies to advocate for equity.
5.4 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
6.4 Candidates understand and influence local, state, or national policy decisions.
PRACTICAL
APPLICATIONS
Students will be able to use the knowledge gained in this course to apply to their own teaching settings where there are limited English proficient students.
CORE/ELECTIVE This course can be used as 3 core credits in the Literacy for Diverse Learners thematic area in the 24-credit Reading Endorsement program or the 12-credit Literary Education program, or for individual professional development.
INSTRUCTOR Leigh Anne Scherer is a licensed K-12 teacher and administrator in both Oregon and Washington. She is a coordinator of services for English learners for North Clackamas School District where she provides training and support for teachers, administrators, instructional assistants, and other district staff to enrich instruction and services for ELLs. Scherer is a certified trainer for SIOP and Systematic ELD. She also coordinates the district's interpretation/translation team and strengthened parent and community outreach services. (BA in History, OSU; MAIS in Museum Studies/History/Anthropology, OSU; MAT, University of Portland)
TARGET
AUDIENCE
K-12 teachers who have ELL students in their classes, and those seeking a reading endorsement.
TIME
COMMITMENT
Students should expect to spend 22 hours per week for 4 weeks (summer) OR 9 hours per week for 10 weeks (other terms) 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 A textbook is required for this course. Please check with PSU's ReadOregon program.
COST No course in the ReadOregon curriculum will cost more than $359 per credit, including all fees, for students in the ReadOregon program.
CONTACT(S) For more details on this course, please contact Elizabeth Snyder 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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