ED 583/READ 509: Field Experience in Literacy

COURSE
DESCRIPTION

Supervised experience in a school reading program. Contextualizes theoretical and research information in a school setting. The school placement, which should include some of the duties of a reading specialist, is arranged by the student but must have the approval of the instructor. Each field experience participant should meet (in person or electronically) with the instructor before beginning the field experience and then must make specific arrangement for the 90 clock hours of practicum time in a school setting.

PREREQUISITES

You must have permission of the instructor to register for this practicum. The practicum may not be taken until a candidate has completed a minimum of 12 credit hours of coursework in literacy, including a course in leadership of school literacy programs and a course in assessment. Typically, the practicum is the final and capstone course of the literacy course of study. This practicum is restricted to students seeking a reading endorsement through Eastern Oregon University or the EOU ReadOregon program.

COURSE
STRUCTURE

Document at least 90 hours of literacy-related activities within a school-based setting. This can include assessment and instructional time, working with parents and other teachers regarding student's reading and writing, or being involved in a community activity promoting literacy. This does not include planning time unless it involves collaboration with another professional.

Upon completion of the practicum, students can:

1.	Demonstrate growth in ability to diagnose students' literacy levels, strengths and challenges using a variety of assessment tools.
2.	Demonstrate growth in ability to plan and implement instruction appropriate to student need and developmental level
3.	Become knowledgeable about structuring and implementing a school reading program and become knowledgeable about the roles of the reading specialist.
4.	Work cooperatively with other teachers to promote the literacy learning of all students.
5.	Interact with parents or community to promote literacy learning.
6.	Be able to identify a challenge area in a school's literacy program and design a plan to make changes that will enhance students' literacy learning opportunities.
7.	Be self-analytical and write reflectively about the practicum experience.

STANDARDS

This course supports the following International Reading Association's 2003 Standards for Reading Professionals:

1.4	Demonstrate knowledge of the major components of reading (phonemic awareness, word identification and phonics, vocabulary and background knowledge, fluency, comprehension strategies, and motivation) and how they are integrated in fluent reading.
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.
3.1	Use a wide range of assessment tools and practices that range from individual and group standardized tests to individual and group informal classroom assessment strategies, including technology-based assessment tools.
3.3	Use assessment information to plan, evaluate, and revise effective instruction that meets the needs of all students, including those at different developmental stages and those from differing cultural and linguistic backgrounds.
3.4	Effectively communicate results of assessments to specific individuals (students, parents, caregivers, colleagues, administrators, policymakers, policy officials, community, etc.).
4.1	Use students' interests, reading abilities, and backgrounds as foundations for the reading and writing program.
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.
5.4	Participate in, initiate, implement, and evaluate professional development programs.

PRACTICAL
APPLICATIONS

Candidates will identify a challenge area in a school's literacy program or in a classroom and design and implement a plan to make changes that will enhance student's literacy learning opportunities. Candidates will design experiences that will allow them to practice many diverse roles of a reading specialist.

CORE/ELECTIVE

This graduate-level practicum is a university and TSPC requirement for teachers seeking a Reading Endorsement.

INSTRUCTOR

Dr. Karyn Gomez, Assistant Professor, College of Education. University teaching, 4 years. Upper elementary classroom teacher, 18 years. (BA, Pacific Lutheran University; M.Ed. and Ed.D., Texas A&M University, Commerce TX)

TARGET
AUDIENCE

Teachers seeking a reading endorsement. Candidates must complete the practicum that is offered through their home institution.

TIME
COMMITMENT

90 hours of university-approved literacy fieldwork.

TEXTBOOK

There is no textbook required for the practicum.

COST

No course in the ReadOregon curriculum will cost more than $300 per credit, including all fees.

TECHNICAL
REQUIREMENTS

This online course requires access to the Internet with Word/WordPerfect for written assignments. Recommended minimum computer configuration is:

PC running Windows 95 or newer
Macintosh Quadra 700 or better or Power PC
Modem 28.8 or faster, or other network connection
Sound card and speakers (optional)
32 Megabytes or greater of system RAM
Adequate hard disk drive

CONTACT

For more details on this course, please contact Dr. Karyn Gomez.