ED 562: Literacy in the Elementary Grades (3 credits)

COURSE
DESCRIPTION

A survey of elementary literacy programs as well as principles of motivation in literacy learning, major reading strategies and their variants, guided reading, reading/writing connections, the role of basal programs.

PREREQUISITES

Graduate standing. Completing a foundations course prior to this course is recommended. Learners are assumed to be teachers with access to elementary students.

COURSE
STRUCTURE

This is a Blackboard-facilitated course. Students are expected to read text assignments as scheduled and respond to the texts via web-based discussion boards. Students will complete classroom observations and reflections and develop a portfolio of literacy strategy lessons. One-page written statements on specified literacy topics are also required.

STANDARDS

This course supports the following International Reading Association's 2010 revised Standards for Reading Professionals:

2.2	Candidates use appropriate and varied instructional approaches, including those that develop word recognition, language comprehension, strategic knowledge, and reading-writing connections.
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.
5.3	Candidates use routines to support reading and writing instruction (e.g., time allocation, transitions from one activity to another, discussions, and peer feedback).

PRACTICAL
APPLICATIONS

Learners will conduct classroom observations and connect them to best practices. Learners will develop a portfolio of literacy strategy lessons (reading, writing, listening, speaking) appropriate for a range of ages/developmental levels.

CORE/ELECTIVE

This graduate-level course can be used as 3 core credits in the Literacy Foundations or the Literacy Strategies & Methods thematic areas 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.

INSTRUCTOR

Dr. Aimee Alexander-Shea, Assistant Professor, College of Education, Eastern Oregon University. K-12 teaching: 2 years as elementary teacher, 1 year as reading resource specialist. College-level teaching: 12 years. (BA and M.Ed., University of Florida; Ph.D., University of South Florida.)

TARGET
AUDIENCE

Those seeking a reading endorsement and pK-6 classroom teachers wishing to increase their understanding of elementary literacy and literacy teaching.

TIME
COMMITMENT

Students should expect to spend approximately 90 hours total 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 all fees.

CONTACT

For more details on this course, please contact Dr. Alexander-Shea .