Literacy, Reading and Writing Education (BAE)-This program prepares teacher candidates to teach in grades P–12 in all aspects of literacy. Candidates completing a major in Literacy, Reading, and Writing will demonstrate proficiency in the Reading Endorsement competencies through the State of Washington.

The BAE in literacy, reading, and writing prepares educators for positions as:

• Reading specialist
• Title I specialist
• District reading curriculum specialist
• Classroom teacher with enhanced skills in literacy instruction 

Admissions: Students interested in pursuing a literacy, reading, and writing major in either elementary or secondary education must apply to the program. Contact the School of Education for information on applying and to get in contact with a literacy advisor. Students can access additional information by visiting the Admission to Education Program page. Note: Secondary candidates do not have additional prerequisite coursework, but must meet the other requirements for admission.  
Grade Requirements: Education Grade Requirements 

Education students must complete the required Education Core in their declared concentration, along with the following courses.
Required Literacy, Reading and Writing Courses
EDUC 304	INTRODUCTION TO ELEMENTARY READING	3
EDUC 305	CHILDREN'S LITERATURE STUDY AND USE	4
EDUC 310	LITERACY METHODS, MANAGEMENT AND ASSESSMENT IN THE ELEMENTARY SCHOOL	4
EDUC 320	ASSESSING AND DIFFERENTIATING LITERACY INSTRUCTION	4
EDUC 401	YOUNG ADULT LITERATURE STUDY AND USE	4
EDUC 403	LITERACY ASSESSMENT PRACTICUM	1
EDUC 411	LITERACY FOR LINGUISTICALLY AND CULTURALLY DIVERSE LEARNERS	4
EDUC 412	CONTENT AREA LITERACY: MANAGEMENT AND ASSESSMENT FOR LITERACY MAJORS AND MINORS	4
EDUC 416	WRITING PROCESS ACROSS THE CURRICULUM	4
EDUC 490 & EDUC 494	LITERACY MAJOR CAPSTONE and LITERACY SEMINAR AND PRACTICUM (must be taken concurrently)	8
Electives–choose one		3-5
EDUC/ENGL 323	A GLOBAL VIEW THROUGH CHILDREN'S LITERATURE
EDUC 325	INEQUALITIES AND IMPACTS ON EDUCATIONAL EQUITY
EDUC 462	INSTRUCTIONAL MEDIA AND TECHNOLOGY
EDUC 479	EARLY LITERACY
EDUC 490A	NATURAL RESOURCES CAPSTONE
ENGL 360	LANGUAGE STRUCTURE AND USE
Select Concentration		46-57
The elementary literacy concentration provides students with coursework to be eligible to test for K-8 elementary and P-12 literacy endorsements. The secondary route provides students with coursework to test for P-12 literacy endorsement only. NOTE: credit totals are different for elementary route or secondary route.
Elementary Education Concentration
EDUC 303	FOUNDATIONS OF ASSESSMENT
EDUC 308	FOUNDATIONS OF ELEMENTARY CLASSROOM MANAGEMENT
EDUC 338	LANGUAGE AND SOCIAL STUDIES METHODS 1: INTEGRATED LANGUAGE ARTS FOR ELEMENTARY SCHOOL
EDUC 340	LANGUAGE AND SOCIAL STUDIES METHODS 2: INTEGRATED SOCIAL STUDIES FOR ELEMENTARY SCHOOL
EDUC 380	INTEGRATED STEM METHODS 1
EDUC 381	INTEGRATED STEM METHODS 2
EDUC 386A	FIELD EXPERIENCE 1
EDUC 386B	FIELD EXPERIENCE 2
EDUC 386C	FIELD EXPERIENCE 3
EDUC 423	FULL-TIME STUDENT TEACHING
Secondary Education Concentration
EDUC 231	FOUNDATIONS OF INSTRUCTION AND ASSESSMENT
EDUC 232	FOUNDATIONS OF CLASSROOM COMMUNITY AND CULTURE
EDUC 233	FOUNDATIONS OF TEACHING, LEARNING, AND MOTIVATION IN SCHOOL CONTEXTS
EDUC 234	UNDERSTANDING EDUCATION IN THE US
SOST 300	PEOPLES AND GOVERNANCE OF THE PACIFIC NORTHWEST
EDUC 331	SECONDARY APPLIED INSTRUCTION AND ASSESSMENT
EDUC 332	PRACTICES OF CLASSROOM COMMUNITY AND CULTURE IN SECONDARY CLASSROOMS
EDUC 431	DESIGNING EQUITABLE LEARNING IN SECONDARY CLASSROOMS
EDUC 434	PROFESSIONAL PRACTICE: COLLABORATION AND PARTNERSHIPS
EDUC 386A	FIELD EXPERIENCE 1
EDUC 386B	FIELD EXPERIENCE 2
EDUC 386C	FIELD EXPERIENCE 3
EDUC 423	FULL-TIME STUDENT TEACHING
Total Credits		89-102

Plan of Study

The following plan of study is for a student with zero credits. Individual students may have different factors such as: credit through transfer work, Advanced Placement, Running Start, or any other type of college-level coursework that requires an individual plan.

Courses could be offered in different terms, checking the academic schedule is paramount in keeping an individual plan current. Students should connect with an advisor to ensure they are on track to graduate.

All Undergraduate students are required to meet the Undergraduate Degree Requirements.

First Year
Fall Quarter	Credits	Winter Quarter	Credits	Spring Quarter	Credits
EDUC 201	3	ENGL 201	5	MATH 209	4
ENGL 101	5	MATH 208	5	SPED 363	4
Humanities & Arts BACR 11	5	Humanities & Arts BACR 21	5	Natural Science BACR 11	5
				Elective - minor or general elective	2
	13		15		15
Second Year
Fall Quarter	Credits	Winter Quarter	Credits	Spring Quarter	Credits
CMST 201 or 340	5	ART 390	3	MUSC 450	3
MATH 210	4	PSYC 204	5	PHED 390	3
Social Science BACR 11	5	SOST 300 (Diversity - graduation requirement)	5	Social Science BACR 21	5
		Natural Science BACR 21	5	Global Studies - graduation requirement1	5
	14		18		16
Third Year
Fall Quarter	Credits	Winter Quarter	Credits	Spring Quarter	Credits
EDUC 304	3	EDUC 303	3	EDUC 320	4
EDUC 305	4	EDUC 310	4	EDUC 403	1
EDUC 401	4	EDUC 338	4	EDUC 412	4
EDUC 411	4	EDUC 340	4	EDUC 416	4
		EDUC 386A	2
	15		17		13
Fourth Year
Fall Quarter	Credits	Winter Quarter	Credits	Spring Quarter	Credits
EDUC 308	3	EDUC 386C	5	EDUC 423	15
EDUC 380	4	EDUC 490 (Senior Capstone - graduation requirement)	5
EDUC 381	4	EDUC 494	3
EDUC 386B	2	Literacy Elective2	3-5
	13		16-18		15
Total Credits 180-182

¹

University Graduation Requirements (UGR) and Breadth Area Course Requirements (BACR) courses may be less than 5 credits and additional credits may be required to reach the required 180 total credits needed to graduate.  Students should connect with an advisor to ensure they are on track to graduate.

²

Literacy Elective - choose one course for 3-5 credits from the approved list.

General Education Requirements (GER)

• Minimum Quarter Credits—180 cumulative credit hours
  • 60 upper-division credits (300 level or above)
  • 45 credits in residence (attendance) at EWU, with at least 15 upper-division credits in major in residence at EWU
• Minimum Semester Credits—120 cumulative credit hours
  • 40 upper-division credits (300 level or above)
  • 30 credits in residence (attendance) at EWU, with at least 10 upper-division credits in major in residence at EWU
• Minimum Cumulative GPA ≥2.0

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University Competencies and Proficiencies

Writing 
Quantitative and Symbolic Reasoning 

Placement and Clearance 
Prior Learning/Sources of Credit AP, CLEP, IB

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Breadth Area Core Requirements (BACR)

Humanities and Arts 
Natural Sciences 
Social Sciences

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University Graduation Requirements (UGR)

Diversity Course List
Global Studies Course List
Minor or Certificate
Senior Capstone Course List 
World Language (for Bachelor of Arts)

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Application for Graduation (use EagleNET) must be made at least two terms in advance of the term expected to graduate (undergraduate and post-baccalaureate).

Use the Catalog Archives to determine two important catalog years.

1. The catalog in effect at the student's first term of current matriculation is used to determine BACR (Breadth Area Core Requirements) and UGR (Undergraduate Graduation Requirements).
2. The catalog in effect at the time the student declares a major or minor is used to determine the program requirements.

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Students who earn a BAE in Literacy, Reading & Writing Education from EWU should be able to develop competency in the following program outcomes.

These outcomes are based on the expectations for teachers in Washington State and include InTASC outcomes, as well as competencies in Literacy/Reading and Elementary Education. NOTE: Candidates pursuing the secondary concentration are not responsible for the Elementary Education competencies. 

Elementary Education Competencies: 

1. Candidates understand and apply knowledge of the arts, English language arts, health-fitness, mathematics, science, and social studies.
2. Candidates possess a deep understanding of the development and learning of children and young adolescents and how teachers can connect learning to students’ communities.
3. Candidates establish classroom communities that foster student engagement, learning and positive relationships.
4. Candidates use inquiry to effectively design and execute instructional plans and strategies that support diverse student learning within and across academic content areas.
5. Candidates, individually and/or collaboratively design and implement a wide range of assessment strategies to inform instruction and support student learning within and across academic content areas.

Washington State Literacy Competencies:

1. Candidates have knowledge of the literacy processes and know how to apply the results of evidence-based literacy research (qualitative and quantitative) to instructional practices.
2. Candidates demonstrate knowledge of the assessment/instruction cycle (data analysis, universal screening, diagnostic, progress monitoring, formative, summative), and how to use a variety of assessment tools and practices to plan and evaluate evidence-based literacy instruction.
3. Candidates have knowledge of a wide range of instructional practices, approaches, methods, and curriculum materials to support literacy instruction.
4. Candidates foster literacy development by using instructional practices, curriculum materials and the appropriate use of assessments to create a literate environment.
5. Candidates view professional development as a career-long effort and responsibility.
6. Candidates demonstrate a deep understanding of the pedagogical knowledge and practice specific to the teaching of literacy.

InTASC Standards: 

1. The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. 

2. The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. 

3. The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. 

4. The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. 

5. The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. 

6. The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate’s and learner’s decision making. 

7. The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. 

8. The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. 

9. The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. 

10. The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.