Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education


ED 693: Teaching Reading: Integrating Common Core State Standards (3 cr)
Spring 2013 (as ED 690); spring 2014
Fall 2013
Spring 2014: 03/31/14 06/13/14

Jenn Schulz, Western Oregon University

This online course will explore best practices for teaching reading (including literature, informational text and reading across the curriculum) under the new Common Core State Standards for elementary, middle and high school teachers. Implementation, analysis, and critical review of the Common Core State Standards and Smarter Balanced Assessment will be included. This course will focus on issues surrounding text choices, exemplar texts, informational texts, teaching literature, and other reading standards as outlined by the Common Core Standards. Additionally, focus on how the pillars of reading are outlined in the CCSS will be examined, as well as authentic and holistic assessment methods for building critical readers and thinkers.
PREREQUISITES There are no required prerequisites for this course. However, learners are assumed to be teachers with access to or experience with pK-12 students.
Readings from the Internet with postings to discussion board; mini lessons; mini curriculum projects; and reader's notebook
STANDARDS This course supports the following International Reading Association's 2010 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.
3.2 Candidates select, develop, administer, and interpret assessments, both traditional print and electronic, for specific purposes.
3.3 Candidates use assessment information to plan and evaluate instruction.
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).
5.4 Candidates use a variety of classroom configurations (i.e., whole class, small group, and individual) to differentiate instruction.
Participants will
  • expand strategies for tailoring reading instruction to students' needs and meeting the Common Core State Standards
  • build a practical collection of effective methods for teaching reading and reading assessments
  • expand their knowledge of texts written for young people and how to use these texts (particularly informational texts, literature, and digital texts) to meet the needs of readers and of the CCSS
  • create mini lessons , unit plans, and assessment that connect to Common Core State Standards
CORE/ELECTIVE This graduate course can be used as 3 core or elective credits in the Literacy Strategies and Methods thematic area in the 24-credit Reading Endorsement program, the 12-credit Literary Education program, or for individual professional development.
INSTRUCTOR Jenn Schulz Adjunct Faculty, College of Education, Division of Teacher Education, Literacy. 16 years experience as a K-5 classroom teacher (4 years in a two-room school in southeastern Oregon). Certified Reading Specialist. (BS & MS Ed., Western Oregon University)
K-12 teachers committed to developing their competence in teaching reading using the Common Core State Standards.
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 This course will rely heavily on recent online articles and publications. No textbook is required.
COST No course in the ReadOregon curriculum costs more than $359 per credit for those in the ReadOregon program.
CONTACT For more details on this course, please contact Susan Griffin, WOU ReadOregon program coordinator.

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

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