Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ONLINE COURSE (Moodle)

Literacy Strategies for English Learners (3 cr)
  Fall 2013: 09/30/13 - 12/13/13

Jennifer Casad, Southern Oregon University

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.
PREREQUISITES There are no required prerequisites for this course. However, learners are assumed to be teachers with access to or experience with pK-12 students.
COURSE
STRUCTURE
Readings from textbooks and Internet with postings to discussion board; classroom-based assignments for K-12 students; culminating project.
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.
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.
  • 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 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)
    TARGET
    AUDIENCE
    K-12 teachers interested in learning strategies to support the learning of English learners in their classroom.
    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 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 Textbooks are required for this course. Check with SOU or the instructor for the titles.
    COST No course in the ReadOregon curriculum costs more than $359 per credit, including fees.
    CONTACT For more details on this course, please contact the instructor or Angela Huftill.

    REGISTER at SOU

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


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