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 533: Boy Readers/Boy Writers, K-8 (3 cr)
Spring 2010
Spring & Summer 2011, 2012, 2013
Spring 2014: 03/31/14 06/13/14

Kimberly Skach, MS - Portland State University

Boy readers and boy writers can be guided to love the story experience through books and personal writing! Boy's passion for non-fiction and informational text can be promoted and encouraged in literacy settings. Update your current knowledge on gender differences in brain structure and learning preferences. Examine cultural expectations that contribute to boy's attitudes toward the written word. Refine your teaching practices to allow boys appropriate choice and a chance at success. Familiarize yourself with literature favored by boys, including websites that can guide you through selection. You will:
  • Understand instructional decisions that promote increased engagement for boys in reading and writing activities, including fiction
  • Increase your familiarity with literature and non-fiction often preferred by boys in elementary, middle and high school
  • Understand current scientific knowledge in brain variations among genders
  • Understand boy's learning needs as reflected by learning styles and preferences
  • Understand cultural influences as they relate to boy's reading and writing instruction, participation and preferences
  • Increase your familiarity with societal views toward violence in boy's writing
  • Research claims that suggest boys are not struggling in school
  • 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, some of whom are male.
    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.
    1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students' reading development and achievement.
    2.1 Candidates use foundational knowledge to design or implement an integrated, comprehensive, and balanced curriculum.
    2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
    2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
    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.
    5.1 Candidates design the physical environment to optimize students' use of traditional print, digital, and online resources in reading and writing instruction.
    5.3 Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).
    5.4 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
    6.1 Candidates demonstrate foundational knowledge of adult learning theories and related research about organizational change, professional development, and school culture.
    6.4 Candidates understand and influence local, state, or national policy decisions.
    Teachers will gain important background knowledge and effective strategies to facilitate their instructional planning and delivery of literacy instruction to boys.
    CORE/ELECTIVE This graduate course can be used as 3 core or elective credits in the Literacy Strategies and Methods thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or as a stand-alone course.
    INSTRUCTOR Kimberly Skach, M.S., PSU Adjunct Instructor and Oregon Reading Specialist. Skach has been a Title 1 teacher and Literacy Coach in the David Douglas School District since 2000.. From 1986 - 1997 she was a National Workshop Developer, Senior Trainer and Editorial Consultant for The Wright Group Publishers. She is the author of Building a Balanced Literacy Program (The Wright Group) and has edited numerous teacher training manuals and professional resource materials. (BA, MS, Portland State University)
    This course is designed to help teachers refine their teaching practices to allow boys appropriate reading choices and success in reading and writing.
    Students should expect to spend 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 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 according to posted deadlines.
    TEXTBOOK A textbook is required for this course. Check the PSU ReadOregon website.
    COST No course in the ReadOregon curriculum will cost more than $359 per credit, including all fees, for students in the ReadOregon program.
    CONTACT For more details on this course, please contact Kimberly Skach or Elizabeth Snyder at Portland State University.

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

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