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Course Criteria
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2.00 Credits
Prereq: TE 318* or TE 319 AND admission to Teacher Education Coreq: TE 315 and TE 316 and TE 317 This is a two-credit undergraduate course designed to teach phonics/word study skill instruction in inclusive K-6 classrooms. The course will emphasize phonemic awareness, phonics, sight word recognition, and spelling in a balanced literacy program.
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2.00 Credits
Prereq: admission to Teacher Education Coreq: TE 314* and TE 316 and TE 317 This course emphasizes the assessment of literacy in grades kindergarten through three. The teacher candidate will learn how to administer and interpret assessments of reading and writing ability.
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2.00 Credits
Prereq: admission to Teacher Education Coreq: TE 314* and TE 315 and TE 317 This course focuses on the teaching of literacy in the primary grades (K-3). The course will emphasize a balanced literacy perspective for the development of reading and writing abilities by primary age children in the inclusive primary grades classroom.
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1.00 Credits
Prereq: admission to Teacher Education Coreq: TE 314* and TE 315 and TE 316 The course is designed to provide practical application of effective primary literacy instructional skills and assessment techniques. Students will be placed in one or more elementary (Kindergarten to Grade 3) classroom settings for a total of fifty (50) clock hours. Students will develop and implement primary literacy lessons plans and assessment procedures.
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2.00 Credits
Prereq or Coreq: TE 204 This course is designed to prepare students for the challenges of effectively managing the classroom and assessing student progress. The course emphasizes: planning, preparing, establishing routines, monitoring and managing student behavior, aligning standards-based assessments, determining assessment alternatives, and interpreting assessment results.
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2.00 Credits
Prereq: admission to Teacher Education Coreq: TE 320 or ART 371 or CDIS 311* This course is designed to prepare students pursuing K-12/Secondary endorsements for the considerable challenges of effectively planning and designing classroom instruction, assessing student progress toward defined objectives and managing student behavior. The course will emphasize: planning and preparation, standards-based instruction, assessment alternatives, creating quality assessment tools, standardized testing, interpreting assessment results, and managing student behavior in a variety of K-12 settings.
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2.00 Credits
Prereq: admission to Teacher Education This 50 clock hour minimum field-based experience is designed to induct students K-12/Secondary endorsements into classroom teaching and develop an awareness of the many roles of a professional K-12/Secondary educator. Under the mentorship of a middle/secondary educator, students will progress through a three-stage process including assisting, co-teaching, and limited teaching. Students will also be required to engage in a variety of school-related activities commonly encountered by professional educators.
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1.00 Credits
Prereq or Coreq: TE 204 This course concentrates on the teacher's role in building successful relationships between families, educators, schools, and communities. Concrete strategies for increasing respectful, successful family-school partnerships that enhance children's school success will be emphasized.
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2.00 Credits
Prereq: TE 100GS The purpose of this course is to provide the prospective entry-level teacher with information relating to changing demographics underlying the presence of language minority students in the public schools, the acculturation process, the terminology of second language education, legal issues for Limited English Proficient (LEP) students, and program models designed to serve them. Special attention is given to identifying the attitudes, skills, and behaviors which the monolingual classroom teacher needs to develop in order to effectively teach language minority students.
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3.00 Credits
Prereq: TE 100GS This course is designed to provide classroom and English Second Language (ESL) teachers with knowledge and skills necessary to work with ELLs in mainstream classrooms or in pull-out, sheltered, newcomer, or structured English immersion programs. The aim is to satisfy the twin goals of learning social (BICS) and academic (CALPS) English while not allowing students to fall behind in content instruction.
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