ELEMENTARY CURRICULUM AND INSTRUCTION GRADES 1-5: READING
Dr. Lori Brocato
Office Phone: 549-3756; Extreme
EMERGENCY: Cell 225-235-7253
EDUC 326 Sec. 50x
See Staff Information (Blackboard)
Office: TEC 2018I
Email: Lbrocato@selu.edu (SLU)
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:
Subscribe Online (Required):
www.readinga-z.com Complete Instructions will be listed via
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
Field Experience Student Handbook: Blackboard (Course
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
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:
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.
Academic Regulations in the SLU Catalog for Consequences.
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
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
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
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
EDUC 326 Grading Scale (Total possible points-600)
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.
FIELD: Tardiness 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
***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
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
allow you to
teach--resulting in points lost for lesson plans and
non-participation in the field.
YOU MUST GIVE THE CLASSROOM TEACHER A COPY OF YOUR LESSON PLAN
PRIOR TO TEACHING!!!!!! I will ask him/her!
Weeks 1 & 2: Shared Reading/Interactive Writing ALL:
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
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
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).
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.
6. Classroom Expert Paper (Due: Thursday, Oct. 18)
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
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.
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.
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.
-YOU SHOULD BE TAKING NOTES ON EACH STUDENT
DURING AND AFTER EACH LESSON.
-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
-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 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
ADDING ASSESSMENT RUBRIC FROM BLOCK DURING THE MIDDLE OF THE
11. Videos and Reflections (Due: Notes from all, Thurs,
Sept. 27; Reflection Papers, Wed. Oct. 3) View
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.
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).
2. Mentor Teacher: (During Field Experiences and Block
Teaching) I will distribute and pick up the appropriate forms to
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.
*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
AWARE THAT YOU MUST MAKE A“C” OR BETTER IN ALL FOUR
SECTIONS (Reading-lecture and field; Math-lecture and field) & AN
80% OR BETTER IN YOUR PRACTICUM EVALUATIONS IN ORDER TO PASS
THIS CLASS. ***
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Calkins, L.(1994).The art of teaching writing.Portsmouth,
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acquisition of literacy in the classroom.Richmond Hill,
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Clay, M.(1975/1994).What did I write?: Beginning writing
behavior.Portsmouth, NH: Heinemann.
Clay, M.(1993).An observation survey of early literacy
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literacy: Learning from Reading Recovery.Portsmouth, NH:
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Fountas, I. C. & Pinnell, G. S. (2006).
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Graves, Donald.(1994).A fresh look at
writing.Portsmouth, NH: Heinemann.
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Comprehension Through Conversation:
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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
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The Reading Teacher
Journal of Reading
1. What is the DRA?
2. What is a Running Record?
3. Educational Websites?
AN EXCELLENT SITE TO SEARCH
STUDENT TEACHING AND
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
Student Teaching Requirements for Elementary and
Refer to the web page for the Office of Performance Assessment:
Portfolio Requirement (pages 198 and 201 of the
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.
· 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
******YOU NEED TO TAKE THE CONTENT
KNOWLEDGE PART OF THE PRAXSIS THIS SEMESTER: TEST 0014
**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.
· Students will be permitted to
enroll in any Education and Educational Psychology course only
· 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.
will be permitted to enroll in any EDUC, MAT, EPSY, ECE course
will be permitted to repeat only two EDUC, EPSY, ECE, or MAT
- 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
- 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.