Course details

F 15
Course number
ED 507
Course title
Literacy Strategies for English Learners
Course description

This course examines the relationships among language acquisition and the stages of literacy development. Provides an understanding for valuing the unique communicative processes English Learners (ELs) bring to the general education classroom. Emphasizes reading and writing strategies in promoting literacy development in English.

Jennifer Casad
Instructor bio

Jennifer Casad, SOU Adjunct Professor. Trainer in multiple English Learner programs: SIOP (Sheltered Instruction Observation Protocol, GLAD (Guided Language Acquisition Design), and SELD (Systematic English Language Development. Professional learning communities certified coach. ELL District Coordinator and ELL Site Coordinator. 5 years as elementary teacher; 4 years as preschool teacher.(BA and MS Ed., Southern Oregon University)


There are no required prerequisites for this course. However, learners are assumed to be teachers with access to or experience with pK-12 students.


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.
2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
3.1 Candidates understand types of assessments and their purposes, strengths, and limitations.
3.3 Candidates use assessment information to plan and evaluate instruction.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write

Practical applications

Participants will
Adapt instructional materials and approaches to meet the language proficiency needs of English learners and students who struggle to learn to read
Develop a one-day content lesson plan for a case study student
Make a video of self teaching this lesson that reflects reading strategies for English learners

Time commitment

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 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.


Textbooks are required for this course.┬áPlease check with SOU’s ReadOregon program.

Historical offerings

Fall 2013: 09/30/13 – 12/13/13