Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ONLINE COURSE (Desire to Learn!)

CI 510: Writing Instruction and Assessment for English Language Learners, K-8 (3 cr)
Fall 2013
Winter 2014
Winter 2014 (01/06/14 - 03/21/14)

Frances Verbruggen, Portland State University

The goal of this course is to give teachers the knowledge and skills that they need to effectively support the academic writing of their ELL students through instruction and assessment. Topics include diversity among English language learners in the United States, scaffolding instruction, teaching and assessing fluent writing at the word and text level, teaching and assessing writing in different genres, and grammar instruction and assessment. Students will actively participate in weekly discussion forums on different topics, apply learning to real life situations, and reflect on what they have learned.
PREREQUISITES Graduate standing. It is assumed that students will have access to elementary or middle school level students in order to complete some assignments.
Readings from textbooks and Internet with postings to discussion board; classroom-based assignments for K-8 students; culminating project.
STANDARDS This course supports the following International Reading Association's 2010 Standards for Reading Professionals:
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.
3.2 Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
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.
4.3 Candidates develop and implement strategies to advocate for equity.
Completers of this course will be able to:
  1. Describe the diversity among English language learners that exists in U.S. schools, and the implications of that diversity for teaching and learning;
  2. Apply best practices in writing instruction and assessment for ELLs, and explain what supports ELLs need in order to be successful writers of academic English;
  3. Engage ELLs in writing activities that promote fluent writing, and design an activity to assess writing fluency in ELLs;
  4. Administer word-level and text-level writing assessments to ELLs, interpret assessment results, and apply that information to the development of instruction that promotes successful academic writing for ELLs;
  5. Design tasks to teach and assess organizational structures of narrative, descriptive, expository, and persuasive writing, and engage in activities with ELLs, including conferencing and student self-assessment, that promote understanding of the structures of the different genres; and
  6. Assess English grammar and usage in ELLs and describe how teaching and assessing grammar with ELLs is different from teaching and assessing it with native English speakers.
CORE/ELECTIVE This graduate course can be used as 3 core or elective credits in the Diverse Learners thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development.
INSTRUCTOR Frances Verbruggen is a doctoral student in the Graduate School of Education at Portland State University, where her research interests include instruction for struggling readers and writers and English language learners. She currently holds an early childhood/ elementary teaching license with a reading endorsement, and has taught reading at both the elementary and college levels. Her educational background includes coursework in literacy development, language acquisition, and communication sciences and disorders. (BA in Spanish: University of Maryland, Baltimore County; MA in teaching French: University of Illinois at Champaign-Urbana; MAT: George Fox University, Oregon.)
K-8 teachers interested in improving instruction and assessment of English Language Learners.
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 as posted.
TEXTBOOK A textbook is required for this course. Please check with PSU's ReadOregon program.
COST No course in the ReadOregon curriculum costs more than $359 per credit.
CONTACT For more details on this course, please contact Frances Verbruggen or Elizabeth Snyder.

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

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