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Exhibit Room Louisiana St. Supp. Rep. SPA Reports  



EDUC 326
 Fall, 2007

Dr. Lori Brocato

Office Phone: 549-3756;  Extreme EMERGENCY:  Cell 225-235-7253

EDUC 326 Sec. 50x

Office Hours: See Staff Information (Blackboard)

MWF 9:00-10:50 

Office:  TEC 2018I

T-TH 9:30-10:45 

Email: Lbrocato@selu.edu (SLU)

Room:                    (Champ Cooper)                            

BrocL@aol.com (home) Only if SLU is down

Prerequisites: EDUC 304, EDUC 307, ESPY 315, LSED 401, MATH 167, MATH 168, completion of an approved Introductory Portfolio, and Full SARTE status. 

Required Textbooks & Subscriptions:
Purchase at Bookstore:
Brocato, Lori.  (2007). EDUC 326:  Course packet.
Fountas, I.C. & Pinnell, G.S.  (1996). Guided reading: Good first teaching for all children. Portsmouth, NH: Heinemann.   (http://www.heinemann.com/)
Routman, Regie.  (2003).  Reading essentials.  Portsmouth, NH: Heinemann. (http://www.heinemann.com/)
Subscribe Online (Required):
www.readinga-z.com Complete Instructions will be listed via Blackboard ASAP
Provided by Instructor:
US Department of Education. (2001).  Put reading first:  The research building blocks for teaching children to read, Kindergarten through Grade 3.    Jessup, MD:  National Institute for Literacy.

Field Experience Student Handbook:  Blackboard (Course Documents)

326. Curriculum and Instruction in Grades 1-5. Credit 6 hours. This course includes the development of teaching competencies of mathematics and reading at the 1-5 grade levels. Primary emphasis is focused on developing the teaching skills and competencies of future elementary school teachers with respect to topics found in these curricular areas. A key component of the course is field experience with students in grades 1-5 settings. The needs of special populations as well as the integration of technology into instruction will be incorporated into all areas of the curriculum. Three hours lecture and six hours laboratory per week.

This course is designed to give you a basic understanding of the reading process and current methods of reading instruction.  Special attention will be given to a balanced approach to literacy (teaching, learning, and assessment), and you will be expected to demonstrate an understanding of this approach in your teaching experiences.  You will investigate strategies in the areas of decoding, spelling, vocabulary, comprehension, and writing.  You will learn how to teach basic skills within the context of a lesson.  You will be introduced to different learning theories, and learn how these theories influence reading instruction.  You will begin to formulate your own theories of reading education as you participate in class discussions, reflect on the readings, observe and reflect on classroom experiences, and apply your knowledge of balanced literacy instruction through hands-on activities and classroom presentations.

Statement of Conceptual Framework:
In order to successfully plan, develop, and implement curricula to meet the needs of diverse learners in today’s world and to prepare candidates for the future, the College of Education and Human Development (COEHD) has identified four critical components of The Effective Educator: Professional Standards (PS), Knowledge of Learner (KL), Strategies and Methods (SM), and Content Knowledge (CK).  The Conceptual Framework provides direction for the development of effective professionals.  Diversity (D) is an integral part of each component, and Technology (T) is emphasized throughout all programs in the educational unit.

II. COURSE OBJECTIVES: Upon completion of this course, the candidates will be able to:
General Objectives:

A. Understand the roles of elementary teachers and organizational patterns as evidenced by:
1. Participating in practicum experiences in schools with different organizational patterns, philosophies, and clienteles. (PS, KL, SM, CK, D, T)
2. Working with faculty, support personnel, colleagues, and others involved in the schools. (PS, KL, SM, CK, D)
3. Participating in class projects, reading professional literature and attending professional meetings to show willingness to become a lifelong learner. (PS, KL, SM, CK, D, T)

B. Plan developmentally appropriate instruction/lessons in reading for children of different cultural and linguistic backgrounds, ages, and exceptionalities as evidenced by:
1. Developing appropriate objectives, which specify designated learning outcomes. (PS, KL, CK, D)
2. Identifying pupil developmental levels and needs through the use of appropriate assessment/evaluation procedures (i.e., observations, inventories, reflective journals, diagnostic teaching). (PS, KL, SM, CK, D, T)
3. Selecting, developing, and adapting appropriate non-stereotyped materials (commercial and teacher-made), resources, and technology which match content, objectives, and teaching behaviors as well as meet individual needs of pupils and provide evaluation feedback. (PS, KL, SM, CK, D, T)
4. Preparing lesson plans that are based on the interests, needs, and developmental levels of pupils and designed to lead toward specific objectives. (PS, KL, SM, CK, D, T)
5. Making curricular and pedagogical decisions based on knowledge of current research and national, state and local guidelines. (PS, KL, SM, CK, D)

C. Implement the above skillfully as evidenced by:
1. Presenting accurate, appropriate content in a clear, motivational manner. (PS, KL, SM, CK, D, T)
2. Using effective verbal, nonverbal, and written communication. (PS, KL, CK, D)
3. Using specific strategies, materials, manipulatives, and visual aids that meet the needs of all students. (PS, KL, SM, CK, D, T)
4. Using effective questioning techniques at several taxonomic levels to facilitate higher level thinking skills, application, and transfer. (PS, KL, SM, CK, D)
5. Critically solving problems and making decisions as needs and issues arise. (PS, KL, SM, CK, D)
6. Integrating math and reading with language arts, science, social studies, and other disciplines. (PS, KL, SM, CK, D, T)

D. Organize and manage instruction effectively as evidenced by:
1. Using various student groupings such as collaborative groups, cooperative learning and peer teaching as appropriate to meet needs, interests, and goals. (PS, KL, SM, D)
2. Establishing a risk-free environmentally appropriate atmosphere for the physical, social, emotional, and cognitive development of pupils. (KL, SM, CK, D)
3. Using positive classroom management and discipline skills to maintain appropriate student involvement. (KL, SM, CK, D)
4. Organizing time, sequence, and other logistics of instruction. (PS, KL, SM, CK, D)

E. Assess teaching and learning appropriately as evidenced by:
1. Selecting a variety of methods of assessment appropriate to the age development, and other characteristics of pupils. (PS, KL, SM, CK, D, T)
2. Interpreting and communicating assessment results to pupils, classroom teachers, etc. (PS, KL, SM, CK, D, T)
3. Using assessment information to plan further instruction. (PS, KL, SM, CK, D)
4. Critically analyzing all aspects of teaching/learning experiences through self and daily lesson reflections in order to adapt materials, instruction, and future assessment methods. (PS, KL, SM, CK, D)

F. Observe, respond and interact in an interdisciplinary manner with peers, faculty, support personnel, and others involved in public education as evidenced by successful collaborations with all children and adults involved in practicum experiences. (PS, KL, SM, CK, D)

Specific reading objectives:
Upon completion of the course, the student will be able to:
A. Organize, adapt, and enrich instructional plans and materials from a reading program to meet the needs and interests of students. (PS, KL, SM, CK, D, T)
B. Compose a unit, which integrates vocabulary strategies, comprehension strategies, study skills, and content areas of the elementary school curriculum. (PS, KL, SM, CK, D, T)
C. Demonstrate decoding strategies that involve the use of sight words, phonetic analysis, structural analysis, and contextual analysis. (PS, KL, SM, CK, D, T)
D. Model questioning techniques that develop students' ability to monitor their own comprehension at a literal, inferential, interpretative, and critical thinking level. (PS, KL, SM, CK, D)
E. Model comprehension and study strategies that help students retrieve, analyze, interpret, organize, evaluate, and synthesize descriptive, narrative, and expository text. (PS, KL, SM, CK, D)
F. Develop lessons, which integrate children's literature into basal and content area textbooks. (PS, KL, SM, CK, D, T)
G. Use vocabulary techniques and strategies to teach the meaning of unfamiliar vocabulary words and provide experiences to promote vocabulary growth. (PS, KL, SM, CK, D, T)
H. Design creative and structured writing activities that enable pupils to integrate oral and written language; to develop point of view, purpose, tone, style, sense of audience, and the conventions of language. (PS, KL, SM, CK, D, T)
I. Develop special reading activities to meet the multicultural needs (i.e., ethnicity, language differences, physical and intellectual exceptionalities, etc.) of all students. (PS, KL, SM, CK, D, T)
J. Based on cognitive and linguistic foundations of literacy development, assess students' abilities, needs and interests to promote growth in reading, writing and oral language, lifelong reading and enjoyment. (PS, KL, SM, CK, D, T)
K. Use alternate grouping and behavior management strategies depending upon the needs and/or interest of students and the nature of the reading activity. (PS, KL, SM, CK, D, T)


As defined in the "Student Code of Conduct"
Students are expected to maintain the highest standards of academic integrity.  Behavior that violates these standards is not acceptable.  Examples are the use of unauthorized material, communication with fellow students during an examination, attempting to benefit from the work of another student and similar behavior that defeats the intent of an exam or other class work.  Cheating on exams, plagiarism, improper acknowledgment of sources in essays and the use of a single essay or paper in more than one course without permission are considered very serious offenses and shall be grounds for disciplinary action as outlined in the current General Catalogue.

The term “plagiarism” includes, but is not limited to, the use, by paraphrase or direct quotation, of the published or unpublished work of another person without full and clear acknowledgment. It also includes stealing and passing off the ideas and/or words of another as one’s own; using a created production without crediting the source; the unacknowledged use of materials prepared by another person or agency engaged in the selling of term papers or other academic materials; and/or other violations as defined by University policies. This includes lesson plans, expert projects, copying from the Internet, etc.  Cheating and/or plagiarism will not be tolerated under any circumstances.

See Academic Regulations in the SLU Catalog for Consequences.

Course Evaluation:
1.  ALL assignments must be typed (double-spaced, 12 font).  Assignments on forms you receive from me may be hand printed. **I will ask you to repeat an assignment if I am unable to read it.
2. ALL assignments will be evaluated on content and writing mechanics (10%).  Please use complete sentences and remember neatness counts.  APA Style Format
3.  ALL assignments must include the following heading in the top left hand corner
**(One point will be deducted for each assignment turned in without proper heading):


Name and class #
Title of assignment (example: Lesson plan 1: Revision)


Grades are dependent upon the following criteria:
     1.   Attendance and active participation
     2.   Requirements/Assignments completed
     3.   Total number of points earned
*ALL assignments must be complete in order to receive a grade of A or B in the course.  Failure to complete even one requirement will result in a grade of C or lower.
1.    As in all university courses, you are expected to attend and participate in every class.  We will address several topics each day; therefore, missed classes equate with a lot of missed information!  Unforeseen emergencies do arise; however, you are expected to obtain any missed information and material on your own.
2.   Tardiness during field-based teaching experiences will result in a 10-point deduction from your reading points.  Absences during field-based teaching experiences will result in a 20-point deduction from your reading points.  You must make up all time missed in the field at a time that is agreeable with the mentor teacher and myself.  You will NOT be able to earn these points back.  Extreme emergencies will be dealt with on an individual basis.
CLASS: Absences, tardiness, and leaving class early will result in deduction of points from class participation.
3.    All assignments must be completed prior to the beginning of the class period on the due date.  An assignment is considered late if it is not turned in at the beginning of class. You will lose 10% of the total possible points for each day the assignment is late.  Example: If the assignment is worth 100 points and you turn it in 2 days late, the highest score possible for that assignment will be 80 out of 100.

***I will not accept any assignment that is more than three days late.

4.    Make-up exams must be cleared 7-days prior to the exam (you will loss 10% of the total points if the exam is taken after the scheduled date or time).  If a make-up exam is approved, you will have a maximum of one week from the scheduled exam to do so.  You will not be given the same test as those who took the test on the scheduled date.
5.    If you choose to drop this course, you must follow the proper procedures.  I will not (and can not) drop the course for you.

EDUC 326 Grading Scale (Total possible points-600)
     A     100%-94%
     B     93%-87%
     C     86%-80%
     D     79%-70%
     F     <69%

Course Requirements:
1.   Attendance Requirements (See Below:) and Participation/Professionalism (15 points):

A.  All students should attend all classes, be on time, and not leave early.  Students must sign the attendance sheet during class time by their appropriate number.  It is your responsibility to sign this sheet. *An absence does not excuse you from assignments due, material covered or assignments/announcements made during class.  You are responsible for turning in your assignments on time and finding out what you missed. If you must miss class, assignments must be emailed prior to the class start time. 
FIELDTardiness during field-based teaching experiences will result in a 10-point deduction from your teaching points.  Absences during field-based teaching experiences will result in a 20-point deduction from your teaching points.  You must make up all time missed in the field at a time that is agreeable with the mentor teacher and myself.  You will NOT be able to earn these points back.  Extreme emergencies will be dealt with on an individual basis.
CLASS: Absences, tardiness, and leaving class early will result in deduction of points from class participation.
B. Make sure that you contact me (you also need to contact the classroom teacher and your partners) if you will miss any time during your fieldwork.  Leave a message on my cell phone and at your field school before your assigned time in the field. *This will also count toward teaching (20 points).
C.   FIELD EXPERIENCE: The University-based and field-based teaching experiences are a very important element in this class.  Full participation and attendance is necessary in order to complete the requirements for the teaching component.  No exceptions!
***During the site-based teaching experiences you are expected to dress in a professionally appropriate manner. No shorts, gum, or children are allowed.  A respectful attitude toward mentor teachers, students, and administrators is required.  You are also expected to be punctual on days you go into the field.  SEE COMPLETE NOTES ON DRESS in Student Handbook.  You must adhere to individual school dress codes.  You will be sent home the first time you are not dressed appropriately---resulting in you missing points for teaching and participation.

2.   Journal, Nametag
A.   Students must provide a journal: A colored pocket folder with brads in the center for loose-leaf paper and pockets on the sides.  This must be brought to class every day.  All completed/graded work will be put in this folder.
B.   A nametag MUST be worn during each field experience and during class.
      (You may use your student ID for this purpose)

3.   Daily Lesson Plans: (Due: Wednesday before teaching) You will be provided a lesson plan format, which will include an assessment component to evaluate evidence of student learning.  Emphasis will be placed on writing lesson plans, which reflect implementation of a balanced literacy program.   Your lesson plan should also include how the objectives relate to the Louisiana English Language Arts Content Standards and GLE’s (You will be given a copy of these).  Each person is responsible for writing his/her own lesson plans for each day of field experience.  During classroom observations, you will be working with your mentor teacher to collaborate on the strategies and skills that will be included in your lesson plans.   You may email me your first lesson plan prior to the due date for early feedback.  A copy of your lesson plan is due to me before you teach-with enough time for me to grade it.  Otherwise, I will NOT allow you to teach--resulting in points lost for lesson plans and non-participation in the field.

Weeks 1 & 2: Shared Reading/Interactive Writing   ALL: Guided Reading
Weeks 3 & 4: Making Words/Poem-Creative Writing with Benchmark Development   ALL:  Guided Reading
Week 5: Centers:  You will complete a lesson plan for a type of lesson you have not yet taught.
(Each of these plans is worth 10 points) Each candidate will write at least 3 plans during these five weeks. 3 @ 10 points:  30 Points

REALE Reading Plans (4-day teaching experience): Upper Level Reading (Individual Plan & Group Planning)
(Points for these plans will be part of the REALE Reading Score)  47 Points

Self Reflection: (Due:  Wednesday following teaching) You will complete three reflections in which you think back on your own teaching (one per day during your weekly field experience).  A form will be provided for you.  They must demonstrate metacognitive thinking on your part.  You must include suggestions for self-improvement.
These may be handwritten NEATLY.  If you put forth minimal effort, you will not receive your points!
(3 points:  One per lesson plan during weekly teaching experiences)

4.   Block Plan/Reflections: (Complete Plan Due: Mon Group-Tuesday, November 20/Tues. Group-Monday, Dec. 3 by 12:30 p.m.) Use the “Block Plan” handout.  Your Block Plan should also include an explanation of the behavior plan that will be used in the classroom during your teaching experience.  This plan will include 3-4 lesson plans and reflections, a timeline of events, classroom environment description, etc.  You will receive a more detailed handout later in the semester.  (Find out what behavior plan is currently being used by your mentor teacher).  Addition of a one-page Content paper.  See the RUBRIC on Blackboard.
**(Parts 1,2, 3 & Assessment Sentence will be due Thurs. Nov. 8 (MONDAY group) or Mon. Nov. 10 (TUESDAY group). 
(80 points)

 5.   Self-Evaluation (Video & Critical Analysis): (Due: Wed. Oct. 10) You will videotape one of your lessons during your field experience. It MUST be one of the teaching experiences in Weeks 1-4.  The sooner the better. You must then view the video and use the Instructors’ evaluation form to critique and analyze your lesson.  You will then type a one-page paper on your strengths, areas of concern, and ideas about improving your skills.  You will turn in this one-page paper with the Instructors’ evaluation form and the video.  You must do this during field experience Weeks 1-4.  I will not accept the paper or evaluation without a video.  Try to keep the children out of the video as much as possible!  This is NOT about how well you taught the lesson.  This is your ability to see your strengths and areas of concern. 
(10 points)

6.  Classroom Expert Paper (Due: Thursday, Oct. 18)
(15 points)

7.  Quizzes (2 @ 20 points) (Tues. Sept. 4; Wed. Sept. 19), Midterm (100 points)(Wed. Oct. 17), and Final Exam (70 points)(Mon.,    Dec. 3, 12:30-2:30):
**You will be expected to complete all reading assignments as you will find it difficult to participate in class discussions and meet the questioning requirements of the quizzes and tests.**The quizzes will consist of multiple-choice questions and/or short answer questions.  The midterm and final exams will consist of the above, as well as questions which require listing and brief discussion questions, and/or written application of instructional strategies outlined in the course materials or lectures.  Students are responsible for learning information presented in the textbooks, lectures, presentations, Blackboard information/videos and demonstrations.

8.  Mentor/Student Journal: (Due with Completed Block Plan: Monday Group: Tues, Nov. 20; Tuesday Group:  Mon, Dec. 3)
-Keep a journal with questions, comments, etc. to be used with your mentor teacher. Be sure to DATE everything!!!!!

-Teacher Observation Reflections:  You should have one entry from the day that you observe your mentor at the beginning of the semester.
-There should be an entry for each teaching experience. It should include notes and observations on your partners teaching, notes to or from your Mentor, etc.
-You MUST give the MENTOR teacher your journal (or a sheet of paper-put it in the journal) when you teach so that she/he may add comments and suggestions.  If they do not write any comments, you still MUST get them to sign your paper.
-You should also use this journal to take notes when observing your mentor teacher, partners, etc. or to add comments about conversations with the mentor teacher.  Each partner should have their own journal. You should write in your journal during each field experience!!!!!
** I will check this several times during the semester.** You should also include all guided reading reflection forms in your journal in the back pocket.
(10 points)

9.   Teacher Observation Reflection: Use the “Classroom Observation” hand-out. Report what you observed and state your reaction (thoughts and feelings) to what you observed. (In your JOURNAL) This will be closely monitored.
(Journal Points)

10.   Guided Reading Lessons and Reflection Sheets: (Due: with Journal & Block Plan) You will be given a reflection sheet to complete during sessions with your group. Your reflection should focus on strategies used/neglect by students, strengths and weaknesses, your teacher prompts/responses and teaching points made during the lesson.  **This assignment is separate from your lesson plan and teaching reflection. All forms are to be kept in the back of your journal, one form per lesson with your group---including two from block week. With each form should be a copy of one page (including text) from the book you will use with the group and your completed retelling visual. Try to use mostly FICTION stories, unless you group is above level J/K.


-Retellings:  Ok, to let them write on their on map or add to the group one but…don’t limit the retelling their writing ability.  You should do most of the writing if need be.  You should focus on verbally retelling using the map as a visual guide.

-You start with 20 points and then I deduct any points taken off from plans, teaching, reflections, etc.  These points tend to add up, so included all parts of the assignment and keep up with your notes on individual students.  You should have 6 completed plans and notes in the back pocket of your journal.

**YOUR GROUP SHOULD NOT BE ON THE SAME LEVEL AND WORKING ON THE SAME STRATEGIES EVERY WEEK.  YOU SHOULD BE TEACHING AND SEEING GROWTH.  THIS WILL BE PART OF YOUR GRADE. It is your job to teach and challenge them. Take a running record on 1 or 2 in your group if it is not your day to teach.  They should be scoring in the instructional range, otherwise it is probably too easy.
(20 points)   



11.  Videos and Reflections (Due:  Notes from all, Thurs, Sept. 27; Reflection Papers, Wed. Oct. 3) View ALL videos from BLACKBOARD.  Take notes in your journal as you view the video-1 page written notes per video (NO typed notes are accepted). The information in these videos should begin to appear in your lesson plans and teaching.  On 2 videos (DO NOT use the videos of me for this assignment):  Type a 1 page reflection (per video) which should include:  things I learned, things that will support me as a future educator, things to further investigate, how does this topic apply to a Balanced Literacy Program, and strengths and weaknesses of the video.   On both parts of this assignment:  MINIMAL efforts will receive minimal scores.
(20 points)

12.  Participation and Professionalism (Daily throughout the semester)  (15 points)

Formal Evaluation(s) of Teaching:
1.   Professor: (Week of Block Teaching)  Your assessment in this area will reflect the following:  1)Relevance of lesson objectives; 2) Organization and flow of the lesson; 3) Student engagement; 4) Classroom management; 5) Accommodation of individual student needs; 6) Teacher questioning to assess comprehension; 7) Evaluation of student learning; 8) Cooperation with peers and mentor teacher; and 9) Ability to accept instructor feedback.  It is in your best interest to learn to take constructive suggestions as a learning opportunity.  No teacher will ever teach the perfect lesson (this includes myself).
(100 points)
2.   Mentor Teacher: (During Field Experiences and Block Teaching)   I will distribute and pick up the appropriate forms to the mentors. 

(10 points)
3. Observations by Professor during weekly visits: Same as #1.  This grade will be based on your performance, attendance, punctuality, creativity, cooperation, etc. during the single-day and REALE Reading field experiences.
(40 points)

*If you are a qualified student with a disability seeking accommodations under the Americans with Disabilities Act, you are required to identify yourself to the Office of Disability Services, Room 203, Student Union. No accommodations will be granted without documentation from the Office of Disability Services

*If you have any needs or questions during the semester, PLEASE feel free to meet with me.  I have high expectations for all of you.  Therefore, I am willing to help you in any way possible.  I love teaching, and want the best for you.  But, I must be made aware of any extra help you may need.


Books: Reading
Allington & Cunningham.(1994).Classrooms that work: They can all read and write.NY:Harper Collins College Publishers.
Bredekamp, S. & Rosegrant, T.(1995).Reaching potentials: Transforming earlychildhood, curriculum and assessment. Vol. 2.Washington, D.C.:
    NationalAssociation for the Education of Young Children.
Calkins, L.(1994).The art of teaching writing.Portsmouth, NH:Heinemann.
Cambourne, B.(1988).The whole story: Natural learning and the acquisition of literacy in the classroom.Richmond Hill, Ontario:Scholastic.
Cazden, C.(1992).Whole language plus: Essays on literacy in the U. S. and New Zealand. New York: Teachers College Press.
Clay, M.(1975/1994).What did I write?: Beginning writing behavior.Portsmouth, NH: Heinemann.
Clay, M.(1993).An observation survey of early literacy achievement.Portsmouth, NH: Heinemann Educational Books, Inc.
DeFord, D., Lyons, C., & Pinnell, G.(Eds.).(1991).Bridges to literacy: Learning from Reading Recovery.Portsmouth, NH: Heinemann.
Dodge, D. T.(1992).The creative curriculum for early childhood.Washington, D. C.: Teaching Strategies Inc., P.O. Box 42243; Washington, D. C.20015.
Dyson, A. H. & Genishi, C.(Eds.).(1994).The need for story: Cultural diversity in classroom and community.Urbana, IL:National Council of Teachers of English.
Fountas, I. C. & Pinnell, G. S. (2000). Guiding readers and writers (Grades 3-6): Teaching comprehension, genre, and content literacy. NH: Heinemann.

Fountas, I. C. & Pinnell, G. S. (2006).  Teaching for Comprehending and Fluency: Thinking, Talking, and Writing About Reading, K-8.  NH:  Heinemann.

Graves, Donald.(1994).A fresh look at writing.Portsmouth, NH: Heinemann.
Harwayne, S.(1993).Lasting Impressions.Heinemann.
Ministry of Education.(1994). Reading in the junior class.Katonah, NY: Richard C. Owens Publishers.
Nichols, M. (2006).  Comprehension Through Conversation The Power of Purposeful Talk in the Reading Workshop.  NH:  Heinemann.

Picciotto, L. P.(1993/1995).Managing an integrated language arts classroom.New York, NY: Scholastic.
Pinnell, G.S.& Fountas, I. C. (1996).Guided reading: Good first teachings for all children.Plymouth, NH: Heinemann.
Rigby.(1993).An introduction to the heart of a balance literacy program.Crystal Lake, IL:Rigby.1-800-822-8661
Routman, R.(1994).Invitations: Changing as teachers and learners, K-2.Plymouth, NH: Heinemann.
Routman, R.(1988).Transitions: From literature to literacy.Plymouth, NH: Heinemann.
Smith, F.(1990).To think.New York:Teachers College Press.
Stickland, D. & Morrow, L. M.(Eds.).(1989).Emerging literacy: Young children learn to read and write.Newark, DE: International Reading Association.
Tierney, R., Readence, J., & Dishner, E.(1990).Reading strategies and practices.Needlam Heights, MA:Allyn and Bacon.

The Reading Teacher
Language Arts
Journal of Reading



1. What is the DRA?

2.  What is a Running Record?

3. Educational Websites?

AN EXCELLENT SITE TO SEARCH TOPICS:  http://www.dogpile.com/


Praxis Requirement--- Fall Semester 2003 and After  (page 201 of the 2003-2004 catalog)

Student teachers and interns must successfully pass all required parts of the Praxis prior to student teaching or an internship effective with the Fall Semester 2003.  This includes the test titled Principles of Learning and Teaching (PLT) for all majors and the Specialty/Content test when required in the major field.

Student Teaching Requirements for Elementary and Secondary Education
Refer to the web page for the Office of Performance Assessment:

Portfolio Requirement (pages 198 and 201 of the 2003-2004 catalog)

Students who completed EDUC 202 in the Fall Semester 2001 or after are required to complete an Introductory Level Portfolio and a Developing Level Portfolio prior to student teaching/internship and receive a satisfactory /exemplary rating.

During the student teaching/internship semester, student teachers/interns must complete a Competency Level Portfolio.  The Competency Level Portfolio must receive a satisfactory/exemplary rating for the student teacher to graduate and/or the intern/alternate certification student to receive certification.

Important Reminders
· Do not wait until the last test date prior to student teaching to schedule the PLT and Specialty/Content tests.
· Attend a workshop presented by the Teacher Development Center prior to taking the PLT.
· Remember to code Southeastern (RA 6656) to send your official scores to the College of Education and Human Development Dean’s office.  The Dean’s office must have original copies.
· Include your social security number on all Praxis registration forms.



**Candidate work samples (e.g., student assignments, lesson plans, case studies, etc.) may be kept by the instructor as exemplars for program accreditation purposes.  All identifying information will be removed when specific work samples are used. Candidates are advised to keep a back-up copy of all work submitted.

Program Retention
· Students will be permitted to enroll in any Education and Educational Psychology course only twice.
· Students will be permitted to repeat only two Education and Educational Psychology courses.




  • All coursework must be successfully completed prior to student teaching or internship.
  • All PRAXIS exams must be successfully completed prior to student teaching/internship.
  • Students who took EDUC 201 or MAT 610 during or after Fall 2004 MUST submit their portfolios electronically through Passport.
  • It is the responsibility of the student to contact his/her advisor to review portfolio contents and reflections at each gate.
  • Students will be permitted to enroll in any EDUC, MAT, EPSY, ECE course only twice.
  • Students will be permitted to repeat only two EDUC, EPSY, ECE, or MAT course twice.
  • Free discussion, inquiry, and expression are encouraged in the classroom.  Classroom behavior that interferes with either the instructor’s ability to conduct the class or the ability of students to benefit from the instruction is not acceptable.  Classroom behavior that is deemed inappropriate and cannot be resolved by the student and faculty member may be referred to the Office of Judicial Affairs for administrative or disciplinary review.
  • All cell phones should be silenced for the duration of the class. 
  • Students are expected to maintain the highest standards of academic integrity.  Behavior that violates these standards is not acceptable.  Cheating on examinations, plagiarism, improper acknowledgement of sources in essay and the use of a single essay or paper in more than one course without permission are considered very serious offenses and shall be grounds for disciplinary action as outlined in the current General Catalogue.
  • Prerequisites for courses and academic policies are based on the current school year catalogue. 
  • The college campus is NOT a place for children.  Students are not to bring children into the classroom or allow them to remain in the building unattended.
  • Qualified student with a disability who are seeking accommodations under the Americans with Disabilities Act are required to self-identify with the Office of Student Life, Room 203, Student Union.  NO accommodations will be granted without appropriate documentation.
  • E-mail communication with students will be made through SLU e-mail addresses only.  






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