ED 563: Literacy in Content Areas, Gr. 4-12 (2 credits)

COURSE
DESCRIPTION

This course covers the teaching of reading and writing within a specific discipline (4-12). The course is based on general knowledge about reading but extended to meet the needs within a specific content area discipline of a student's choice. Students will study the background of literacy education, second language and cultural challenges in literacy education, literacy lesson planning, vocabulary, guiding student reading and student outcomes, reinforcing and extending reading and learning, and literacy techniques for enhancing understanding and attitudes.

PREREQUISITES

Graduate standing. There are no other required prerequisites for this course. However, learners are assumed to be teachers with access to uppper elementary, middle, or high school students.

COURSE
STRUCTURE

Textbook reading assignments, discussion board entries, final application project. Upon completion of the course, students can:

Demonstrate an understanding of reading as the process of constructing meaning through the interaction of the reader's existing knowledge, the information suggested by the written language, and the context of the reading situation
Teach students to make text-to-self, text-to-text, and text-to-world connections
Model questioning strategies
Teach students to connect prior knowledge with new information
Teach student's strategies for monitoring their own comprehension

STANDARDS

2.2	Use a wide range of instructional practices, approaches and methods, including technology-based practices, for learners at different stages of development and from differing cultural and linguistic backgrounds.
2.3	Use a wide range of curriculum materials in effective reading instruction for learners at different stages of reading and writing development and from different cultural and linguistic backgrounds.
4.2	Use a large supply of books, technology-based information, and non-print materials representing multiple levels, broad interests, and cultural and linguistic backgrounds.
5.1	Display positive dispositions related to reading and the teaching of reading.

PRACTICAL
APPLICATIONS

As a final project, students will create the outline of a program for readers and writers in a particular content area, including providing for materials, voluntary reading, and technology.

CORE/ELECTIVE

This graduate-level course can be used as 2 core or elective credits in the Literacy Strategies & Methods thematic area in the 24-credit Reading Endorsement program or the 12-credit Literary Education program, or for individual professional development.

INSTRUCTOR

Dr. Phillip W. Hofmann, Assistant Professor of Literacy and Education, Eastern Oregon University. 16 years as K-12 language arts and reading teacher in California and Oregon. Seven years teaching at EOU. Reader's Theater expert. Author of children's books. (BA, San Diego State University; MA and PhD, Claremont Graduate University)

TARGET
AUDIENCE

Teachers of Grades 4-12 wanting to improve literacy teaching and learning in content areas.

TIME
COMMITMENT

Students should expect to spend 6 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.

CONTACT

For more details on this course, please contact Dr. Phillip W. Hofmann, Eastern Oregon University.