Standard 7-A: Multiple Subject Reading, Writing, and Related Language Instruction
The preparation program provides substantive, research-based instruction that effectively
prepares each candidate to teach reading/language arts. Each candidate will be prepared
to deliver a comprehensive program of systematic instruction in reading, writing,
listening, and speaking aligned to the state-adopted English Language Arts Content
Standards and the Reading/Language Arts Framework (2007). The program provides candidates
with systematic, explicit instruction to meet the needs of the full range of learners (including struggling readers, students with special needs,
English learners, speakers of non-standard English, and advanced learners) who have varied reading levels and language backgrounds, as referenced in the Reading
Instruction Competency Assessment (RICA) Content Specifications and Chapter 7 of the
Reading/Language Arts Framework (2007). Language Arts encompasses the domains of:
Reading, Writing, Written and Oral English-Language Conventions, and Listening and
Speaking.
In LEE 177: Teaching Reading and the Arts in K-3, the state-adopted English Language Arts Content
Standards, the Reading/Language Arts Frameworks (2007), and the English Language Development
are all studied in relation to exemplary teaching practices in kindergarten and the
primary grades. Candidates are taught to conduct assessments for young children (age
5 or in kindergarten) to determine developmental levels inreading and writingranging from phonemic awareness, spelling development, and concepts about print and
practice effective strategies to scaffold children in literacy learning from emergent
stages through independent reading and writing. In writing, they learn about implementing the Language Experience Approach to model
the speech to print concept that is necessary for young children to develop. They
learn to build upon children’s oral language knowledge as a bridge into print awareness
and using the child’s ideas that the teacher records as a tool for reading. Shared
writing is used to model writing as a meaning making process and teach conventions
of writing, including punctuation and grammar. Then, children take part in the revision
and editing processes.
Interactive writing instruction is taught to have children use their knowledge of
phoneme/grapheme correspondence, their emerging knowledge of letter-sound correspondence,
and their knowledge of high frequency sight words to take part in writing. In Interactive
writing, children are taught spelling, penmanship, grammar, punctuation, and writing
as a process. As children develop as writers, the candidates learn to implement Guided
Writing and Independent Writing experiences and strategies that proficient writers
use. These include, considering the purpose, audience and form for writing the piece,
and then scaffolding students through prewriting, drafting, revising, editing, and
publishing the piece (final product). Conventions of writing are taught through the
writing process. For example, candidates use children’s writing samples to determine
spelling development and ways to meet students’ needs based on evidence in their writing.
They learn, too, that where children are in writing development can be an indicator
of where they are in decoding and figuring out unknown words when reading. They use
these levels to tailor instruction on the child’s instructional levels. Candidates
learn that reading and writing are reciprocal processes that need to be taught together
as a means to develop language and a schema for literary genres [See LEE 177 syllabus.]
Teacher candidates also conduct a case study with a child from grades first through
third who is identified as below level in reading. They conduct assessments in motivation,
writing and spelling development, running records, fluency and comprehension. They
analyze the data and create a report and an instructional plan with objectives for
reading and writing to meet the needs of their particular case study child.
Candidates also learn effective strategies for meeting the needs of English Language
Learners (ELs) in their class and complete competencies using the Language Experience
Approach and incorporate multi-modal pedogogical practices to adopted curriculum.
Candidates also present effective EL strategies during the semester based on course
texts and address theory and beliefs for teaching in mixed language classrooms, as
well as exploring practical applications such as setting up the classroom for EL learners,
choosing appropriate texts and multi-cultural literature, and scaffolding reading
and writing experiences by building upon visual arts and oral language structures.
In LEE 173: Teaching Reading and Social Studies in Grades 4-8, the same is done in relation
to exemplary teaching practices in grades 4-8. Candidates are taught to administer
assessments, prescribe and implement teaching strategies in language development,
phonemic awareness, phonics, decoding, reading fluency, vocabulary, spelling, writing,
and comprehension to meet the needs of the full range of learners (including struggling
readers, students with special needs, English learners, speakers of non-standard English,
and advanced learners). Candidates are required to integrate these instructional practices
into units of instruction related to the study of literature and to teach the units
of study in their field placements, which is taken concurrently with the K-3 and 4-8
reading classes. [See LEE 173 syllabus.]
In the Multiple Subject Credential Early Childhood Education Program (ECE) candidates
are exposed to the same comprehensive reading coursework described above with enrollment
in LEE173 ECE and LEE177 ECE. Second language learning and the mastery of skills
designed specifically to provide English learners access to core curriculum is taught
in LEE 173ECE, Teaching Literacy and English Language Development in Grades 4-8. [See LEE 173ECE syllabus.] First language acquisition, particularly as it leads to early literacy development,
is LEE177ECE, Language and Literacy Development and Instruction. [See LEE177ECE syllabus.] Fieldwork is designed at the preschool, kindergarten, primary, and upper elementary
levels to provide candidates the opportunity to practice these skills in a supervised
setting. The ECE Program stresses the integration of English Language Development
(as both a first and second language) and literacy with all content areas through
its project approach. [See LEE 173ECE and LEE177ECE syllabi.]
The preparation program provides each candidate for a Multiple Subject teaching credential
with experience in a classroom where beginning reading is taught. The program places
all candidates in field experience sites and student teaching assignments with teachers
whose instructional approaches and methods in reading are consistent with the Reading/Language
Arts Framework (2007).
In LEE 177: Teaching Reading and the Arts in K-3, candidates are required to design an instructional plan for a K-3 student based on a battery of assessments that include assessment in English language development, phonemic awareness, phonics, reading fluency and accuracy, decoding skills, oral language, spelling development, and comprehension. Candidates also practice taking running records with a training video based on Reading Recovery before implementing the running records with students. This plan is then connected to a classroom where beginning reading is taught. LEE 177 is taken concurrently with EHD 178, the K-3 field placement. [See LEE 177 and EHD 178 syllabi.]
Language arts strategies for English Learners (EL) are woven throughout LEE 173 and LEE 177, and candidates are required to design and implement appropriate instruction for
EL as a part of each instructional plan. The importance of speaking and listening
skills to the development of English vocabulary, comprehension, and writing development is a focus of these classes as well.
In LEE 172: candidates learn about the importance of integrating reading, listening, speaking
and writing throughout all phases of the curriculum. The essentials of teaching English
Language Development are taught and candidates demonstrate their understanding through
observations and reflections. [See LEE 172 syllabus: ELD Observation Assignment Guide.]
Candidates learn how to design activities where English learners must not only read and write at a level that supports advanced academic success, but they must also use listening and speaking to gain content information and demonstrate their acquired knowledge. Emphasis is also placed on transferring L1 comprehension level to L2 for reading and writing, with L2 focused on CALP for school success.
The Multiple Subject credential program prepares candidates to do the following:
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Reading |
Writing |
Listening and Speaking |
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Instructional Planning/ Objectives/Design |
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Instructional Delivery |
Demonstrate knowledge of reading content as described in the RICA Content Specifications and grade level standards as outlined in the Reading/Language Arts Framework (2007). These strands include:
Demonstrate knowledge of components of effective instructional delivery in reading as described in the CA Reading/Language Arts Framework (2007). For example:
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Demonstrate knowledge of components of effective instructional delivery in writing as described in the Reading/Language Arts Framework (2007). For example:
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Demonstrate knowledge of components of effective instructional delivery in listening and speaking as described in the Reading/Language Arts Framework (2007). For example:
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Assessment |
Understand that assessment and instruction are linked within any curriculum. Therefore, candidates must demonstrate knowledge and ability to use multiple monitoring measures within the three basic types of assessments (as listed below) to determine students’ progress towards state adopted content standards, as referenced in Chapter Six of the Reading Language Arts Framework (2007). Candidates need to be able to analyze and interpret results to plan effective and differentiated instruction and interventions. Knowledge of the following assessments is crucial to achieving the English Language Arts Content Standards:
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Understand that assessment and instruction are linked within any curriculum. Therefore, candidates must demonstrate knowledge and ability to utilize ongoing assessments, both formal and informal to determine students’ progress towards state adopted content standards. Candidates need to be able to analyze and interpret results to plan effective and differentiated instruction and interventions. |
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Reading |
Writing |
Listening and Speaking |
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Universal Access/Differentiated Instruction |
Demonstrate knowledge of how to organize and manage differentiated reading instruction and interventions to meet the needs of the full range of learners, includingrecognizing that students should be grouped for interventions according to the severity of their difficulties (i.e., benchmark, strategic, and intensive groups) For example:
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In LEE 173: Teaching Reading and Social Studies in Grades 4-8, candidates are required to assess
and design an instructional plan for a student in grades 4-8 with a focus on social
studies content using assessments and instructional techniques consistent with the
Reading/Language Arts Frameworks (2007) for vocabulary, writing, and reading comprehension.
This assignment includes practicing and analyzing assessments at a field experience
site whose instructional approaches and methods in reading are also consistent with
the state adopted Reading/Language Arts Framework. Strategies for teaching vocabulary,
writing, and comprehension are demonstrated in class and practiced by candidates in
their concurrent field experience placement. Candidates are introduced to a variety
of instructional materials for the teaching and practice of reading for a wide-range
of purposes. Candidates are required to demonstrate their competence in the appropriate
use of instructional materials in the concurrent field experiences taken along with
LEE 173: Teaching Reading and Social Studies in Grades 4-8 ( EHD 174: Field Study A: Grades 4-8) and LEE 177: Teaching Reading and the Arts in K-3 ( EHD 178: Field Study B: Grades K-3). The students’ development of competency in reading instructioncontinues in EHD 170: Field Study C: Final Student Teaching. These competencies include a wide variety
of exemplary teaching practices. [See LEE 173 and LEE 177 syllabi.]
Student background knowledge and vocabulary and the use of reading comprehension strategies
are developed in their reading classes and practiced in the fieldwork courses that
are taken concurrently. LEE 173: Teaching Reading and Social Studies in Grades 4-8 is paired with EHD 174: Field Study A: Grades 4-8. LEE 177: Teaching Reading and the Arts in Grades K-3 is paired with EHD 178: Field Study B: Grades K-3. Reading skill development continues in EHD 170: Field Study C: Final Student Teaching. The theory into practice reading competencies
are practiced and achieved across three semesters to ensure that candidates demonstrate
the ability to effectively teach strategies for analysis of text structure, summarizing,
questioning, and making inferences.
Competencies required for EHD 174: Field Study A: Grades 4-8, EHD 178: Field Study B: Grades K-3, and EHD 170: Field Study C: Final Student Teaching ensure that candidates demonstrate the ability
to effectively promote the use of oral language throughout the day and across the
curriculum. Special emphasis is made on the importance of oral language in the teaching
of reading and language arts, especially with English language learners, in both reading
classes and the competencies required in both field experience placements.
Competencies required for EHD 174: Field Study A: Grades 4-8, EHD 178: Field Study B: Grades K-3, and EHD 170: Final Student Teaching ensure that candidates demonstrate the ability to effectively provide instruction in writing strategies, writing applications, and written and oral English language conventions. [See EHD 174, EHD 178, and EHD 170 syllabi.]
In both required reading classes, LEE 173: Teaching Reading and Social Studies in Grades 4-8 and LEE 177: Teaching Reading and the Arts in K-3, candidates are provided with assessment strategies
and teaching techniques for the teaching of systematic skills in reading fluency,
phonemic awareness, explicit phonics, decoding, oral language, spelling, vocabulary,
and comprehension and the importance of daily, direct instruction and practice in
reading and writing. Candidates are required to demonstrate the ability to effectively
teach these skills in the concurrent field experience that is required with each reading
class.
The roles of home and community literacy practices and their impact on the student’s
attitude toward and development of literacy skills is discussed in both required reading
classes ( LEE 173: Teaching Reading and Social Studies in Grades 4-8 and LEE 177: Teaching Reading and the Arts in K-3). In each reading class, candidates complete
a case study of an individual child that requires administering and analyzing a battery
of assessments and prescribing instruction based on the assessment results. In LEE 173, candidates are expected to report on the literacy practices of the home. The use
of formal and informal measures of assessment to monitor students’ progress in language
development, reading skills, and writing skills is also taught in both reading classes
and practiced in the required, concurrent field experiences taken along with the reading
classes. The identification of students in need of early intervention strategies and
the use of these strategies in the classroom setting are taught in the required reading
classes and practiced in the concurrent field placements.
The program’s knowledge base for the candidates preparation to teach reading-language
arts is taught in LEE 173: Teaching Reading and Social Studies in Grades 4-8 and LEE 177: Teaching Reading and the Arts in K-3. The model for the knowledge base of our reading
program encompasses five major areas: a) the reading process; b) integrated language
arts; c) literature; d) second language acquisition; and e) assessment. Teacher candidates
become familiar with the research and theory in each of these areas and are expected
to use this knowledge to make decisions regarding theoretical issues, curriculum development,
and classroom applications. In addition, teacher candidates are required to make
practical applications of this knowledge base in K-8 school in each of the field experiences
associated with each reading course. Candidates in both courses must demonstrate
knowledge of effective instructional delivery by designing lessons that include orientation,
presentation, structured practice, guided practice, and independent practice.
In the text(s) for the two required reading courses ( LEE 173: Teaching Reading and Social Studies in Grades 4-8 and LEE 177: Teaching Reading and the Arts in K-3 Classrooms) candidates are introduced to several
learning theories (behaviorism, constructivism, interactive theory, sociolingustics,
reader response, and critical literacy) and how they impact literacy acquisition.
Teacher candidates are taught to recognize students’ use of the four cueing systems:
phonological, syntactic, semantic, and pragmatic and the interaction of information
gained from the text and information brought to the text from the students’ background
knowledge. They also gain an understanding of the role of the teacher in supporting
students to use word-identification skills and comprehension strategies (Irwin, 1996).
Candidates are introduced to teaching strategies to improve student abilities to construct
meaning in either an aesthetic or efferent stance. Candidates are taught assessment
strategies for identifying each individual student’s zone of proximal development
and designing reading instructional sequences that build on individual skills and
understandings of all students including struggling readers, students with special
needs, English learners, speakers of non-standard English, and advanced learners.
The integrated language arts component of the reading courses in the Multiple Subject
Credential program is consistent with Halliday’s (1980) three goals of language arts
education: learning language, learning about language, and learning through language.
First, our teacher candidates investigate how all types of students learn language
and become literate through listening, speaking, reading, writing, viewing, and representing.
They study the emergent conditions and dynamics of reading (Clay, 1991), the importance
of talk and drama in learning (Eeds & Wells, 1989; Heath, 1983), and the aesthetic
and efferent stances readers take when reading texts (Rosenblatt, 1978). Teacher
candidates further examine not simply the reading and writing processes, but also
the systematic progression of instruction and the application of foundational writing
strategies. This includes the teaching of focus and organization of writing, penmanship,
research, technology, evaluation and revision (Tomkins, 2006; Graves, 1983). Professors
model and teacher candidates learn to use and teach writing conventions appropriate
to grade level standards, including invented spelling (Gentry, 1978), sentence structure,
grammar, punctuation, and capitalization.
Second, our teacher candidates learn about oral and written language and how readers
and writers interact and transact with language (Langer, 1986). They examine the
genres of literature (Norton, 1991) and various writing applications in narrative
and expository texts. Subsequently, teacher candidates learn how to use that analysis
to produce their own texts in writing. For example, the professor models the process
the process of identifying compare/contrast text structure in texts, writing notes
in the form of a Venn diagram, and models writing up those notes in combination with
other notes in a compare/contrast format. Teacher candidates demonstrate their knowledge
of effective instructional delivery of writing by practicing what the professor models
in the university classroom and then teaches that systematic progression from modeling,
guided practice, and student practice in an elementary school classroom as a part
of their competencies for LEE173. They are introduced to research teaching strategies related to vocabulary, grammar,
and usage (Nagy, 1988; Weaver, 1996). This includes the study of morphology and phonology.
Third, our teacher candidates study how all students including struggling readers,
students with special needs, English learners, speakers of non-standard English, and
advanced learners learn through language and become literate as they read and respond
to core literature selections, participate in reading and writing workshop (Atwell,
1987), participate in theme cycles and other thematic units (Pappas, Kiefer & Levstik,
1990), and create portfolios to document their learning processes and products (Flood
& Lapp, 1989; Graves & Sunstein, 1992).
Special attention is given to adapting this information to meet the needs of the linguistically
and culturally diverse children and adolescents in our service area. Our teacher
candidates learn this content by reading, classroom discussion, viewing of video demonstrating
exemplary teaching practices, and the teaching of lessons in diverse classrooms under
the supervision of School Site Partners, Master Teachers, and university supervisors.
In addition, our teacher candidates learn how to involve students, including emergent
readers and adolescents, in reading literature and engage them in responding to literature.
They review the transactive model of reading (Rosenblatt, 1978), compare aesthetic
and efferent reading, and learn strategies to assist students as they interpret literature,
including grand conversations (Eeds & Wells, 1989). Our teacher candidates learn
how to implement a literature-based reading program using reading workshop and core
literature approaches, read accounts in professional journals of how classroom teachers
have implemented these approaches in their classrooms, and experiment with these approaches
in their field placements and student teaching. Concept of story (Applebee, 1978)
and visual media is emphasized, and teacher candidates learn ways to help children
and adolescents examine the structure of literature, including literary elements,
literary opposites, and dramatic roles (Temple, 1991).
The relationship between first and second language acquisition is stressed in LEE 173: Teaching Reading and Social Studies in Grades 4-8, and LEE 177: Teaching Reading and the Arts in K-3. Both courses focus on the role of the first
language in second language development and the common underlying proficiency model
of bilingual proficiency (Cummins, 1981; McLaughlin, 1987). Our reading coursework
provides multiple opportunities for candidates to acquire teaching strategies to meet
the needs of the culturally and linguistically diverse student population in the area
our institution serves, Fresno, and the Central Valley. Techniques for teaching vocabulary
and comprehension based on California English Language Development (ELD) Standards
are mostly addressed in LEE 177: Teaching Reading and the Arts in K-3, and candidates in both reading classes are
taught ways to adapt instruction for English learners and speakers of non-standard
English. Candidates in LEE 173: Teaching Reading and Social Studies for Grades 4-8 are expected to provide lesson
adaptations to meet the needs of diverse students in the content area literacy unit
they write.
Candidates in both courses ( LEE 173: Teaching Reading and the Arts for grades K-3, and LEE 177: Teaching Reading and Social Studies for Grades 4-8) are taught that assessment must:
(a) reflect the complex nature of literacy; (b) be used to inform instruction; and
(c) serve all ranges of students including struggling readers, students with special
needs, English learners, speakers of non-standard English, and advanced learners by
helping them to become reflective self-assessors. These beliefs are grounded in an
understanding of the constructive nature of the reading process and the recognition
that the most valid assessments are those that are purposeful, authentic, and on-going
(California State Department of Education, 2007; Lipson & Wixson, 1997). Among the
topics which we consider are: standardized and norm-referenced tests, criterion-referenced
measures, informal measures, portfolio assessment, and performance assessment.
Consequently, LEE 173: Teaching Reading and Social Studies for Grades 4-8, and LEE 177: Teaching Reading and the Arts in Grades K-3, strive to help the teacher candidates
enrolled in the Multiple Subject program to develop the ability to identify, develop,
administer, interpret, and critique a variety of formal and informal assessment instruments.
Candidates are also exposed to entry level, summative, and formative assessments.
Candidates plan and implement instruction that meets the specific needs of all students
in individual, small group, and whole class settings, identify factors contributing
to difficulties in reading performance, and adapt assessment and instructional materials
and procedures to meet the needs of all ranges of students including struggling readers,
students with special needs, English learners, speakers of non-standard English, and
advanced learners.
References used in the above information are as follows:
Akhavan, N. (2007). Accelerated vocabulary instruction: Strategies for closing the achievement gap for all students. New York, NY: Scholastic.
Atwell, N. (1987). In the middle: Writing and reading with adolescents. Portsmouth, NH: Heinemann.
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Word Study for phonics, vocabulary, and spelling instruction. Upper Saddle River, NJ: Prentice-Hall. California State Department of Education. (2007). Reading and language arts curriculum f ramework K-12. Sacramento: CA.
Clay, M. M. (1991). Becoming literate: The construction of inner control. Portsmouth, NH: Heinemann.
Clay, M. M. (2000). Concepts About Print: What have children learned about the way we print language? Portsmouth, NH: Heinemann.
Cummins, J. (1981). The role of primary language development in promoting educational success for language minority students. In Schooling and language minority students: A theoretical framework (pp. 3-49). Sacramento, CA: California Department of Education.
Eeds, M., & Wells, D. (1989). Grand conversations: An exploration of meaning construction in literature study groups. Research in the Teaching of English, 23, 4-2.
Flood, J. & Lapp, D. (1989). Reporting reading progress: A comparison portfolio for parents. The Reading Teacher, 42, 508-14.
Garan, E. (2007). Smart Answers to Tough Questions: What to say when you’re asked about fluency, phonics, grammar, vocabulary, SSR and more. New York, NY: Scholastic.
Gentry, J. R. (1978). Early spelling strategies. Elementary School Journal, 79, 88-9.
Graves, D. H., & Sunstein, B. S. (1992). (Eds.) Portfolio portraits. Portsmouth, NH: Heinemann.
Halliday, M. A. K. (1980). Three aspects of children's language development: Learning language, learning through language, learning about language. In Y. M. Goodman, M. M. Haussler, & D. S. Strickland (Eds .) , Oral and written language development research: Impact on the schools, 7-19.
Heath, S. B. (1983). Ways with words: Language, life, and work in communities and classrooms. Cambridge: Cambridge University Press.
Irwin, J.W. (1991). Teaching reading comprehension processes (2nd ed.) Boston, MA: Allyn & Bacon.
Langer, J. A. (1986). Children's reading and writing: Structures and strategies. Norwood, NJ: Ablex.
Lipson, M.Y. & Wixson, K.K. (1997). Assessment and instruction of reading and writing disability: An interactive approach (2nd ed.). New York: Longman.
McGee, L.M., & Richgels, D.J. (1985). Teaching expository text structure to elementary students. The Reading Teacher, 38, 739-748.
McLaughlin, B. (1987). Theories of second language learning. London: Edward Arnold.
Nagy,W. E. (1988). Teaching vocabulary to improve reading comprehension. Newark, DE: International Reading Association.
National Reading Panel. (2000). Teaching children to read summary report. US Dept. of Education.
Norton, D. (1991). Through the eyes of a child: An introduction to children's literature (3rd ed.).New York, NY: Macmillan.
Pappas, C. C., Kiefer, B.Z., & Levstik, L. S. (1990). An integrated language perspective in the elementary school: Theory into action. New York, NY: Longman.
Rosenblatt, L. (1978). The reader, the text, the poem: The transactional theory of the literary work. Carbondale, IL: Southern Illinois University Press.
Temple, C. (1991). Seven readings of a folk tale: Literary theory in the classroom. The New Advocate, 4, 25-35.
Tompkins, G. E. (2007). Literacy for the 21st Century. Pearson: NJ: Upper Saddle River.
Weaver, C. (1996). Teaching grammar in context. Portsmouth, NH: Heinemann.
Yatvin, J. (2007) English-only teachers in mixed-language classrooms. New York, NY: Heinneman.
LEE 173: Teaching Reading and Social Studies in Grades 4-8 and LEE 177: Teaching Reading and the Arts in K-3 were also designed to prepare teacher candidates
to pass the RICA. The two courses were re-constructed with a focus on the five domains
tested on the revised RICA (2007) edition. Teacher candidates are prepared in the
strands of word analysis, fluency, vocabulary, academic language, background knowledge,
reading comprehension, and literary response and analysis. In addition to the two
reading courses with concurrent field experiences that require candidates to practice
and demonstrate proficiency in assessing and teaching students K-8, a series of RICA
Preparation classes are offered throughout the year. These courses are designed to
support credential candidates in writing essays and answering multiple-choice questions
that demonstrate their understanding of the teaching of elementary school students
in reading and language arts.
All teacher candidates experience at least one semester of field experience or student
teaching in a linguistically and/or culturally diverse classroom where beginning reading
is taught. Teacher candidates in Phase 1 of the program take LEE 172: Cultural and Language Contexts of the Classroom, where they begin to recognize the
interplay of culture with teaching and learning at the elementary school level. LEE 172 includes the teaching of language acquisition theory and instructional strategies
for English learners [See LEE 172 syllabus.]
Teacher candidates learn to promote student success, in L2 for the achievement of
state-adopted content and language-development standards. At the same time that teacher
candidates are taking LEE 172, they are concurrently taking LEE 173: Teaching Reading and Social Studies in Grades 4-8, and they are practicing the skills
in EHD 174: Field Study A: Grades 4-8. Practice of skills learned in Phase 1 continues in Phase
2, where teacher candidates take LEE 177: Teaching Reading and the Arts in K-3 and EHD 178: Field Study B: Grades K-3, and in Phase 3, where students take EHD 170: Final Student Teaching.
All teacher candidates experience at least one semester of field experience or student
teaching in a linguistically and/or culturally diverse classroom where beginning reading
is taught. Teacher candidates in Phase 1 of the program take LEE 172: Cultural and Language Contexts of the Classroom, where they begin to recognize the
interplay of culture with teaching and learning at the elementary school level. LEE 172 includes the teaching of language acquisition theory and instructional strategies
for English learners. Teacher candidates learn to promote student success, in L2
for the achievement of state-adopted content and language-development standards.
At the same time that teacher candidates are taking LEE 172, they are concurrently taking LEE 173: Teaching Reading and Social Studies in Grades 4-8, and they are practicing the skills
in EHD 174: Field Study A: Grades 4-8. Practice of skills learned in Phase 1 continues in Phase
2, where teacher candidates take LEE 177: Teaching Reading and the Arts in K-3 and EHD 178: Field Study B: Grades K-3, and in Phase 3, where students take EHD 170: Final Student Teaching.
California State University, Fresno works closely with surrounding districts to identify School Site Partners and Master Teachers who demonstrate effective teaching strategies in the classroom. School Site Partners, Master Teachers, university supervisors, and methodology professors are included in training days offered at the university. Reading methods professors provide regular seminars focusing on exemplary methods for teaching reading and language arts to which Master Teachers and supervisors are invited. For School Site Partners, Master Teachers, and university supervisors who are unable to attend these seminars, videotapes of the sessions are available. Reading professors and Master Teachers provide modeling of effective teaching strategies in the two required reading classes. University supervisors and Master Teachers work together to ensure that all credential candidates are making progress in demonstrating effective practices in teaching reading and language arts skills and strategies.
Intern Program Delivery Model:
The intern preservice component includes introductory preparation relative to Standard
7: Preparation to Teach Reading-Language Arts: Multiple Subject Reading, Writing,
and Related Language Instruction.
Teacher candidates in the Multiple Subject program must successfully complete LEE 173 and LEE 177 prior to beginning the Internship Program.