- F 14, Sp 15, Sp 16, Sp 17
- Course number
- READ 509-S
- Course title
- Literacy Practicum (SOU home only)
- Course description
The practicum is carried out in schools and/or districts and consists of candidates working directly with students, other faculty, administrators, and the school community to fulfill various roles of the reading specialist. Among the roles to be demonstrated during the practicum are: 1) teaching reading; 2) literacy testing; 3) developing curriculum for various groups of readers including ELL, struggling readers, average and gifted readers; 4) assessing and making recommendations for a school’s reading program; and 5) developing literacy-focused professional development sessions for faculty, administrators, instructional assistants, and parents.
- ECE, EL, MID, HIGH
- 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.
The practicum may not be taken until a candidate has completed a minimum of 12 credit hours of coursework in literacy. Typically, the practicum is the final capstone course of the reading endorsement course of study.
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.
2.2 Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
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.
4.3 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.
5.2 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.
5.4 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
6.3 Candidates participate in, design, facilitate, lead, and evaluate effective and differentiated professional development programs.
- Practical applications
Candidates will work with a faculty advisor to define individualized activities for comprehensive roles to be completed for the 90-hour university-supervised literacy fieldwork requirement. Course assignments are school-based, practical assignments that allow the candidate to fulfill the roles and responsibilities of a reading specialist in a school or district. A practicum cannot be completed solely within a teacher’s own classroom; assignments must also include working with other faculty, instructional assistants, administrators, media specialists, personnel service faculty, parents, school data, literacy tests and resources, etc.
Course assignments are school-based, practical assignments that allow the candidate to fulfill the roles and responsibilities of a reading specialist in a school or district.
- Time commitment
90 hours of university-approved literacy fieldwork.
A textbook is required for this course. Please check with SOU’s ReadOregon program.
- Historical offerings
This course is offered fall, winter, and spring terms as necessary