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Course Criteria
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3.00 Credits
This course examines literacy development in grades 2-4 with particular attention to how students create meaning as they read. Teacher candidates learn strategies to develop word study, fluency, meaning vocabulary, and comprehension. The course also prepares candidates to use and evaluate various reading programs, instructional approaches, and materials. This course situates the teaching of reading within theories of learning as they relate to the reading process. This course is part of the professional semester block.
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3.00 Credits
This methodology course will prepare candidates to become effective teachers of the language arts based on research based best practices. The focus will be on learning the development of language in children and its implications for planning effective language arts instruction including using mentor texts as a model for student writing. In addition, candidates will learn instructional strategies for integrating the language arts onto content areas. This course is one of the courses in the Professional Semester block.
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3.00 Credits
Teaching Social Studies Methods in Pre-K4 is designed to teach pre-service teachers, entering the field in Pre-K4, different approaches to teaching social studies. The course helps to prepare pre-service teachers to implement social studies concepts and content where ever they can integrate it into multiple content areas. The course will also focus around the ten National Council of Social Studies Themes which are: Culture; Time, Continuity and Change; People, Places, and Environments; Individual Development and Identity; Individuals, Groups, and Institutions; Power, Authority, and Governance; Production, Distribution, and Consumption; Science, Technology, and Society; Global Connections; Civic Ideals and Practices.
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3.00 Credits
Teaching Science in Early Childhood is designed to prepare teacher candidates with a background for teaching science in the primary level classrooms using inquiry centered, hands-on, "minds-on" approach. The connection between inquiry and science content is stressed throughout the course. The course is designed to build content knowledge, pedagogical knowledge, assessment, and connections to other disciplines in the classroom. The course utilizes exemplary science programs grounded in research. Teacher candidates will utilize science tools, materials, media, and technological resources to engage students in the learning of science content. The course models current research that focuses on student achievement and the role of the teacher in the classroom. The course will focus on the planning of inquiry-based science programs, actions taken to guide and facilitate student learning, the assessments made of teaching and student learning, the development of environments that enable to learn science, the creation of communities of science learners, and the planning and development of the school science program.
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3.00 Credits
This course provides teacher candidates with an overview of current practices in preschool and elementary education that address instructional models and processes, classroom management and professional behavior. Teacher candidates are also presented with current learning theory including issues of child development, diversity and exceptionality. This course includes a preschool/elementary school classroom placement where teacher candidates are given an opportunity to apply theories and implement strategies developed in their coursework.
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3.00 Credits
This is the second of two courses designed to prepare prospective teachers to teach mathematics to all children from preschool to grade four. Instructional strategies appropriate for various stages of intellectual development will be examined. The use of manipulatives and technology in the teaching of mathematics will be included. Pre-K through grade 4 candidates will be instructed to apply the principles that guide all mathematics instruction as well as the specific NCTM standards for early childhood that are based on the belief that "students learn important mathematical skills and processes with understanding." Candidates must know and effectively deliver core academic content in the following learning areas and must have the skills to stay current with the research on best practices for content instruction for students, grade 2 through grade 4.
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3.00 Credits
This course explores the relationships of the diverse people, organizations, and societies responsible for the education of young children. Historical influences, effective teaching strategies and curriculum for working together, and successful partnership models are emphasized. Field experiences with parent programs and family agencies are required.
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3.00 Credits
This course focuses on literature for PreK-4 students with emphasis on classroom applications. Literary theory, genre, form, and illustrations are considered in the context of lesson implementation. Approaches to evaluating the quality of literature, selecting literature for instruction, planning response experiences, and the development of specific teacher skills related to the use of literature in grades PreK-4 are included. Furthermore, PreK-4 educators must demonstrate disposition and commitment to equity for all students using children's literature. This requires that educators employ research-based rationale for the inclusion of authentic literature (first-person) that connects cultural backgrounds, learner's daily lives, and builds learners' knowledge, as well as possess instructional skills necessary to successfully utilize literature within language arts and content area instruction. Educators must be empowered to serve as strong models of lifelong learning and advocates of equity for all students through literacy.
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3.00 Credits
This course examines the formal assessment of children from pre-kindergarten through grade 4. Both traditional and alternative assessment methods that include diagnostic, normative, authentic, benchmark, and summative tools will be instructed and developed within this course. Use of technology to support instruction and assessment will also be addressed. Learning appropriate assessment methods is imperative to meet the instructional needs of individual students. Required (except for those students in the dual certification program in Special Education).
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3.00 Credits
Candidates identify the factors that affect language and literacy development, study probable causes of dysfluency and other reading problems, plus collect and evaluate a variety of evidence to evaluate a child's strengths and needs related to literacy. Instructional interventions are designed to meet the needs for differentiated instruction. A field experience is required.
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