ReadOregon - Course Descriptions

Foundations

CI 510 Literacy Foundations Students Deserve
This course is a springboard into the advanced study of literacy theory, instructional strategies, assessment practices, language acquisition, and differentiated instruction. Aligned to the International Literacy Association’s standards for literacy specialists, Candidates will examine literacy practices for using word recognition, comprehension, strategic knowledge, motivation, differentiation, and reading-writing connections into their classroom. This class culminates in Candidates analyzing a reading program currently being used in their classroom, school, or district.

Strategies & Methods

CI 510: Literacy Practices for Today's Learners
Anchored in research-based practices, this course explores strategies, mindsets, and assessments to support second language acquisition, deconstructing literacy in the Digital Age, and engaging K12 learners in advanced reading and writing skills. This course culminates in candidates developing a three-lesson sequence that incorporates the advanced literacy skills integrated throughout this course.

Diverse Learners

READ 551 Literacy Instruction for Special Needs Students, K-12
Designed to prepare effective and reflective teachers in language and literacy instruction for students with special needs. Participants will explore multiple perspectives, practices, and methodological approaches to literacy instruction which are research-based, and proven effective to promote literacy development. Topics include (but are not limited to): (1) language and literacy development; (2) characteristics of special needs students; (3) framework of effective literacy instruction within context of students with special needs; (4) methods of effective basic literacy skills instruction; (5) methods of teaching comprehension and critical thinking strategies; (6) methods of promoting learning and meta-cognitive strategies for lifelong learning, and (7) methods of appropriate and meaningful assessment.

Assessment

READ 534 Classroom Reading and Writing Assessment
Examine a variety of literacy assessment vehicles and how they can be used to develop effective instruction. Discuss relevant literacy assessment research and its implications in the classroom. Explore word knowledge, reading fluency, comprehension and composition, Discuss administering and interpreting assessments and their broader uses for increasing student learning. Students will discuss relevant literacy assessment research throughout the course.

LEADERSHIP

READ 580 School Reading Program Leadership
Designed for pre-service and practicing educators who are applying for a reading endorsement or MEd with a reading emphasis, as well as others interested in school leadership. Emphasis is on the functional planning, organization, and management of classroom and school-wide reading programs. Recommended prerequisites: Enrollment in ReadOregon Reading Endorsement program or GSE Literacy or master's program.

PRACTICUM

READ 509 Literacy Practicum
The practicum is carried out in schools or districts and consists of reading endorsement candidates working directly with students, other faculty, administrators, and the school community to fulfill various roles of the reading specialist. Among the roles to be demonstrated during the practicum are: 1) teaching reading; 2) literacy testing; 3) developing curriculum for various groups of readers including ELL, struggling readers, average and gifted readers; 4) assessing and making recommendations for a school's reading program; and 5) developing literacy-focused professional development sessions for faculty, administrators, instructional assistants, and parents.
PREREQUISITES: The practicum is the final capstone course of the reading endorsement course of study and may not be taken until a candidate has completed a minimum of 12 credits in the four required thematic areas (Foundations, Assessment, Leadership, Elective)

ELECTIVES

CI 510 Engaging Reluctant Readers
How do we tap the potential of reluctant readers? How do we inspire them to become readers? How do we give them the tools to be successful? Together we will explore which teaching strategies encourage and nurture students’ natural cravings to read, allow for better learning, and generate more confident and effective teaching. Through discussions, readings, videos, teacher research, collaboration, and classroom implementation, teachers will explore, discuss, define, experiment and redefine student engagement. We will assess the efficacy of various reading instruction frameworks and focus on strategies that are responsive to students’ individual differences, interests, developmental levels, and cultural contexts.

LIB 528 Children's Literature, K-5
Materials grades K-5. Traditional genres such as picture books, traditional tales, modern realism, romance, adventure, mystery, historical fiction, science fiction, fantasy, biography, poetry, and nonfiction. Study of literature that illustrates cultural diversity. Resources for selection; awards and honors.

Lib 529 Young Adult Literature
Analyze young adult literature (YAL) and study trends and styles in YAL. Discuss fictional and informational texts, digital, and online resources, graphic novels, and other materials featuring authors and illustrators who dominate the YAL landscape.

LIB 532 Multicultural Literature, K-12
An introduction to contemporary multicultural literature, fiction and nonfiction, for use with early childhood, elementary, middle school and high school students. Emphasis is on the selection, evaluation, and utilization of literature in the classroom and library media center.

LIB 533 Global Literature, K-12
A survey of global literature for use with students in elementary, middle, or high school classrooms. A major focus will be on selecting reading materials and using them in the library and classroom.

READ 554 Literacy Instruction Strategies with ELL Students, K-12
Focuses on research-based effective literacy instruction frameworks and strategies for working with English language learners. Emphasis is placed on frameworks and strategies that promote ELL's academic and English literacy development in an authentic and culturally responsive environment.