READ 554: Literacy Instruction Strategies for ELL, K-12 (3 cr)

COURSE
DESCRIPTION

This graduate course provides instructional strategies for working with second language learners. In particular, this course covers the following topics:

Language and cognitive development and its implications in planning effective instructional activities with ELL students
Principles of effective instruction for working with ELL students in a mainstream classroom
Reading instruction strategies
Writing instruction strategies
Strategies in designing appropriate assessment for English language learners

PREREQUISITES

There are no required prerequisites for this graduate-level course. However, learners are assumed to be teachers with access to elementary and/or secondary students.

COURSE
STRUCTURE

Online delivery using WebCT. No face-to-face interactions. Course readings; Discussion Board, Threaded Discussion; providing responses on selected topics and exercises to share with one another.

STANDARDS

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

1.1	Demonstrate knowledge of psychological, sociological, and linguistic foundations of reading and writing processes and instruction.
1.3	Demonstrate knowledge of language development and reading acquisition and the variations related to cultural and linguistic diversity.
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.
3.2	Place students along a developmental continuum and identify students' proficiencies and difficulties.
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.
4.1	Use students' interests, reading abilities, and backgrounds as foundations for the reading and writing program.

PRACTICAL
APPLICATIONS

Students will be able to use the knowledge gained in this course to apply to their own teaching settings where there are limited English proficient students.

CORE/ELECTIVE

This course can be used as 3 core credits in the Literacy for Diverse Learners thematic area in the 24-credit Reading Endorsement program or the 12-credit Literary Education program, or for individual professional development.

INSTRUCTOR

Mimi St. Pierre-Graves, Instructor, Portland State University Graduate School of Education. St. Pierre-Graves is a retired teacher from Portland Public Schools. She has taught reading and ESL and has been in the classroom for almost 20 years. She directed a reading demonstration lab serving for Title I, ESL, and special education students. Her career has included teaching workshops to classroom teachers and educational assistants to help them better meet the needs of diverse populations of students.

TARGET
AUDIENCE

K-12 teachers who have ELL students in their classes, and those seeking a reading endorsement.

TIME
COMMITMENT

Students should expect to spend 22 hours per week for 4 weeks (summer) OR 9 hours per week for 10 weeks (other terms) in course-related activities (e.g., reading the text and course materials, posting to discussion forums, completing written and teacher's classroom-based assignment). 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

The textbook for this course is Teaching English Language Learners: Strategies and Methods by Lynne Diaz-Rico. Pearson Education.

COST

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

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(S)

For more details on this course, please contact Mimi St. Pierre-Graves or Val Katagiri at Portland State University.