Literacy, Reading and Writing/Secondary Major, Bachelor of Arts in Education (BAE)
Literacy, Reading and Writing/Secondary (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 secondary literacy majors earn an initial endorsement in P-12 reading that is a standalone. No additional endorsements are included without additional testing or programs.
The BAE in literacy, reading and writing prepares educators for positions as a:
- Reading specialist
- Title I specialist
- District reading curriculum specialist
- Classroom teacher with enhanced skills in literacy instruction
Admission to the Education Program
Education Grade Requirements
| Secondary Education students must complete the required Secondary Education Core and the following courses. | ||
| Required Literacy, Reading and Writing Secondary 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 413 | CONTENT AREA LITERACY: MANAGEMENT AND ASSESSMENT FOR SECONDARY EDUCATION CANDIDATES | 3 |
| EDUC 416 | WRITING PROCESS ACROSS THE CURRICULUM | 4 |
| Elective–choose one | 3-5 | |
| A GLOBAL VIEW THROUGH CHILDREN'S LITERATURE | ||
| LITERACY AND ROBOTICS | ||
| INSTRUCTIONAL MEDIA AND TECHNOLOGY | ||
| EARLY LITERACY | ||
| NATURAL RESOURCES CAPSTONE | ||
| LANGUAGE STRUCTURE AND USE | ||
| Capstone | ||
| EDUC 490 & EDUC 494 | LITERACY MAJOR CAPSTONE and LITERACY SEMINAR AND PRACTICUM (must be taken concurrently) | 8 |
| Total Credits | 42-44 | |
| Secondary Education Core | ||
| EDUC 303 & EDUC 309 & EDUC 341 & EDUC 386A & EDUC 413 | FOUNDATIONS OF ASSESSMENT and FOUNDATIONS OF SECONDARY CLASSROOM MANAGEMENT and SECONDARY STRATEGIES, MANAGEMENT, ASSESSMENT and FIELD EXPERIENCE AND PRACTICUM and CONTENT AREA LITERACY: MANAGEMENT AND ASSESSMENT FOR SECONDARY EDUCATION CANDIDATES | 15 |
| EDUC 386B & EDUC 427 | FIELD EXPERIENCE AND PRACTICUM and GENERAL STUDENT TEACHING K-12 (These are variable credit courses. The minimum for each is 3 credits.) | 6-15 |
| EDUC 426 | SECONDARY STUDENT TEACHING 5-12 | 12 |
| Total Credits | 33-42 | |
University Competencies and Proficiencies
English
Quantitative and Symbolic Reasoning
Placement and Clearance
Prior Learning/Sources of Credit AP, CLEP, IB
General Education Requirements (GER)
- Minimum Credits—180 cumulative credit hours
- 60 upper-division credits (300 level or above)
- 45 credits in residence (attendance) at Eastern, with at least 15 upper-division credits in major in residence at Eastern
- Minimum Cumulative GPA ≥2.0
Breadth Area Core Requirements (BACR)
Humanities and Arts
Natural Sciences
Social Sciences
University Graduation Requirements (UGR)
Diversity Course List
World Language (for Bachelor of Arts)
Global Studies Course List
Minor or Certificate
Senior Capstone Course List
Application for Graduation (use EagleNET) must be made at least two terms in advance of the term you expect to graduate (undergraduate and post-baccalaureate).
Use the Catalog Archives to determine two important catalog years.
Requirements in Degree Works are based on these two catalog years:
- The catalog in effect at the student's first term of current matriculation is used to determine BACR (Breadth Area Credit Requirements) and UGR (Undergraduate Graduation Requirements).
- The catalog in effect at the time the student declares a major or minor is used to determine the program requirements.
Department of Education Outcomes
The Department of Education Outcomes (DoEO) are taken word for word from INTASC. These outcomes must be met by all students upon completion of their degree.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.
- 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.