Read Oregon: An Oregon Collaborative for Improvement of Literacy

formerly known as CREADE
Collaborative Reading Education And Distance Education
ONLINE COURSE (Blackboard)

ED 599: Literacy and Reading Curriculum Design, K-12 (3 credits)
Spring 2005: 3/28/05 - 6/10/05
Fall 2005: 9/26/05 - 12/9/05

Dr. Robert Pehrsson, Oregon State University

COURSE
DESCRIPTION		 This course examines the theory and practice of curriculum development and related pedagogy in reading, including its integration in the content areas. Included are the study of literacy foundations, culture, development, planning and organization, teaching heuristics, special needs and assessment. In part, students choose an issue to investigate either individually or as a small group project.
PREREQUISITES There are no required prerequisites for this course. However, learners are assumed to be teachers with access to K-12 students.
COURSE
STRUCTURE		 Online delivery using Blackboard; textbook, journal and Internet readings; professional asynchronous dialogue with other class members; practical assignments including an action research project, a professional development workshop, and development of a plan for engaging reluctant readers.
STANDARDS This course supports the following International Reading Association's 2003 Standards for Reading Professionals:
2.1 Use instructional grouping options (individual, small-group, whole-class, and computer-based) as appropriate for accomplishing given purposes.
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.
3.3 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.
5.1 Display positive dispositions related to reading and the teaching of reading.
5.2 Continue to pursue the development of professional knowledge and dispositions.
PRACTICAL
APPLICATIONS		 Specific course content outcomes include:
  1. Understanding the definition and effects of literacy
  2. Understanding the cultural and political dimensions of literacy
  3. Using the skills and strategies of literacy to design reading curriculum
  4. Aligning reading curriculum with state standards
  5. Establishing learning outcomes in reading curriculum
  6. Using assessment to inform curriculum development in reading
  7. Planning integrated and targeted lessons
  8. Addressing the needs of special learners
  9. Organizing for appropriate instruction
  10. Evaluating the effectiveness of curriculum and instruction
CORE/ELECTIVE This graduate course can be used as 3 core credit(s) in the Literacy Strategies & Methods thematic area in the 24-credit Reading Endorsement program, 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. Robert Pehrsson (BA, Queens College; MS, Long Island University; EdD, Reading Education, Hofstra University)
TARGET
AUDIENCE		 K-12 teachers and those seeking a Reading Endorsement.
TIME
COMMITMENT		 Students should expect to spend approximately 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 Textbooks are required for this course. You will be sent the textbook titles and suggested purchase locations when you register for the course.
COST Partial tuition assistance may be available for this course to Oregon Teachers who submit a ReadOregon application form.
TECHNICAL
REQUIREMENTS		 This online course requires access to the Internet with Word/WordPerfect for written assignments. Recommended minimum computer configuration is:
  1. PC running Windows 95 or newer
  2. Macintosh Quadra 700 or better or Power PC
  3. Modem 28.8 or faster, or other network connection
  4. Sound card and speakers (optional)
  5. 32 Megabytes or greater of system RAM
  6. Adequate hard disk drive
CONTACT For more details on this course, please contact Dr. Bob Pehrsson, Oregon State University.

Special OSU registration instructions Link to OSU ReadOregon Page

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

ReadOregon Home   |    © ReadOregon, 2005