Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education

ONLINE COURSE (Blackboard)

ED 581: Literacy in the Middle/High School (3 credits)
Winter 2004 - 2 credits
Winter 2005, 2006, 2007, 2008, 2009, 2010, 2011, 2012, 2013, 2014 - 3 credits
Winter 2014 (01/06/14 - 03/21/14)

Dr. Amanda Villagomez, Eastern Oregon University

COURSE
DESCRIPTION
This course focuses on principles of successful literacy programs for all students in the middle school and high school. Specifics will be provided for working with advanced students as well as those students who have not found success in literacy.
PREREQUISITES Graduate standing. Learners are assumed to be teachers with access to middle and/or high school 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 a literacy experience, implementing one of the strategies discussed in the text and critically reflect on the lesson. A final paper in the form of a scholarly article on a secondary literacy methodology or instructional technique is required.
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.
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.
2.3 Candidates use a wide range of texts (e.g., narrative, expository, and poetry) from traditional print, digital, and online resources.
3.1 Candidates understand types of assessments and their purposes, strengths, and limitations.
4.1 Candidates recognize, understand, and value the forms of diversity that exist in society and their importance in learning to read and write.
5.2 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
Course Outcomes: Upon completion of the course, the student should:
  • understand the theories behind creating a literacy learning environment
  • demonstrate a knowledge of the reading/literacy process in terms of collaboration, guided reading, text tapping, modeling, and comprehension strategies, and the application of these skills to middle / high level content materials;
  • develop perspectives on formal and informal instruments and strategies for assessing language/literacy performance and use across the curriculum
CORE/ELECTIVE This graduate course can be used as 3 core 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. Please consult an advisor at your home institution about adding this course to your program.
INSTRUCTOR Dr. Amanda Villagomez, Assistant Professor, College of Education, Eastern Oregon University. Dr. Villagomez coordinates the reading program at EOU. She is passionate about literacy and biliteracy development. Prior to EOU, she taught for seven years in Oregon, including: high school ESL and Spanish; middle school reading, ESL, language arts, and social studies; 4th-8th grade Spanish and English language development; and a self-contained dual immersion 6th grade class. She also has experience teaching adult ESL courses and providing reading and writing workshop push-in support alongside K-5 colleagues. (BA & MTE, Eastern Oregon University; Ph.D. Boise State University)
TARGET
AUDIENCE
Teachers seeking a reading endorsement and those interested in improving literacy teaching in middle and high schools.
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 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. 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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