- Su 14, Sp 15, W 17
- Course number
- READ 535
- Course title
- Language and Literacy in Content Areas, 3-12
- Course description
Develops competence in teaching the interactive processes of reading, writing, listening, speaking, viewing, and thinking across the curriculum. Focuses on strategies for teaching students of varied backgrounds and abilities (Grades 4-12).
- EL, MID, HIGH
- Literacy Strategies/Methods
- Rebecca Olien
- Instructor bio
Rebecca Olien, MET, taught kindergarten and fourth grade in the classroom for over 20 years and is currently an education specialist and instructional designer. She is the author of over 50 books for children and teachers, including the design of interactive eBooks with National Science Teachers Association. She designs curriculum and instructional materials for a variety of publishers, as well as teaches online courses for several universities. She earned her BS at Michigan State, her MA at the University of Wisconsin. and her MET at Boise State.
There are no required prerequisites for this course. However, learners are assumed to be teachers with access to or experience with pK-12 students.
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.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
5.2 Candidates design a social environment that is low risk and includes choice, motivation, and scaffolded support to optimize students’ opportunities for learning to read and write.
- Practical applications
Understand the benefits and challenges of teaching literacy skills in the content areas, and be able to apply various literacy skills in their teaching;
Learn strategies to help their students identify the different ways text are structured to increase their comprehension;
Enhance their understanding of selected research-based instructional practices associated with positive effects for adolescent learners;
Explore detailed examples of how the practices look in action in educational settings.
- Time commitment
Students should expect to spend 9 hours per week for 10 weeks in course-related activities (e.g., reading course materials, posting to discussion forums, completing written reports/papers and 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.
A textbook is recommended for this course. Please check with SOU’s ReadOregon program.
- Historical offerings
Spring 2013: 04/01/13 – 06/14/13