Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ONLINE COURSE (Blackboard)

ED 561: Emergent literacy (3 credits)
Fall 2003, 2004, 2010, 2011, 2012, 2013
Winter 2004, 2005, 2006, 2007, 2008
Spring 2009, 2010, 2012, 2013, 2014
Spring 2014: 03/31/14 06/13/14

Dr. Amanda Villagomez, Eastern Oregon University

COURSE
DESCRIPTION
Includes family and home literacy, preschool literacy, and kindergarten and primary grade literacy curriculum and instruction for ages 3-8. This course is designed to provide learners with the opportunity to follow the development of beginning readers and writers through the preschool and primary grade years. The nature of instructional scaffolding that can be provided by families, caregivers, and teachers is designed to match the traits of the emergent reader and writer.
PREREQUISITES Graduate standing. Prior completion of a foundations course is recommended. Learners are assumed to be teachers with access to students ages 3-8.
COURSE
STRUCTURE
This is a Blackboard-facilitated course. Students are expected to read text assignments as scheduled and respond via web-based discussion boards. This course consists of textbook reading, some supplemental reading and research, and application exercises.
STANDARDS This course supports the following International Reading Association's 2010 revised 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.
1.3 Candidates understand the role of professional judgment and practical knowledge for improving all students' reading development and achievement.
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.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
5.1 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.
PRACTICAL
APPLICATIONS
Upon completion of this course students should be able to:
  1. analyze literacy events to determine what they reveal about a child's literacy learning;
  2. design developmentally appropriate practices for early literacy learning;
  3. compare and contrast concepts of emergent literacy and reading readiness;
  4. develop a definition of reading that is consistent with an emergent literacy perspective;
  5. demonstrate a knowledge of instructional approaches and their application to literacy learning in the primary grades including but not limited to literacy play centers, shared book experiences, interactive writing, and developmental spelling;
  6. conduct assessment consistent with an emergent literacy perspective;
  7. apply the principles of emergent literacy to meet the needs of all primary students including special needs learners;
  8. describe and implement strategies used at the primary level to promote intrinsic motivation toward reading and to encourage life-long reading habits;
  9. define phonemic awareness and grapho-phonics, describe their role in literacy acquisition, and take an informed stance about the current issues in these areas
CORE/ELECTIVE This graduate-level course can be used as 3 core credits in the Literacy Strategies & Methods thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development. Please consult an advisor at your home institution about adding this course to your program.
****PLEASE NOTE**** Students who took this course prior to Winter 2014 may apply it towards Theme 1 OR Theme 2.
INSTRUCTOR Dr. Amanda Villagomez, Assistant Professor, College of Education, Eastern Oregon University. (BA & MTE, Eastern Oregon University; Ph.D. Boise State University)
TARGET
AUDIENCE
Those seeking a reading endorsement and teachers of early childhood/primary grades.
TIME
COMMITMENT
Students should expect to spend approximately 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 Textbook(s) are required for this course. You will find the textbook listed in the syllabus that is posted online at the EOU website or you may contact the instructor. For most classes, the EOU Bookstore will be a source for the textbook.
COST No course in the ReadOregon curriculum will cost more than $359 per credit, including fees, for students in the ReadOregon program.
CONTACT For more details on this course, please contact Dr. Amanda Villagomez.

REGISTER at EASTERN OREGON UNIVERSITY

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


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