Southwestern Oklahoma State University Undergraduate Catalog 2024-2025
Learning, discussion and practice teaching sessions in peer groups and professional learning communities are utilized throughout the course to enhance development of the collaborative and professional dispositions necessary for the teaching field. F, S, SU RDNG 3432 THE TEACHING OF READING II The course is a continuation of RDNG 3423 with an emphasis on understanding, teaching, and assessing the aspects of language comprehension which influence skilled reading in students. Includes a thorough examination of the critical skills and teaching approaches necessary for all learners to achieve reading comprehension in narrative and discipline-specific literature. Exploration education laws and policies informing the decisions teachers will make regarding literacy instruction, curriculum, and assessments according to the unique needs of their students is included. Additional emphasis on legislative and policy guidance for inclusive, structured literacy instruction and appropriate assessments for students with Dyslexia and Dysgraphia, other reading delays, as well as principles and practices for English learners is included. Preservice teachers complete structured responses to course readings, research and present information on Dyslexia and Dysgraphia, utilize resources from the State Department of Education, and engage in collaborative discussions to connect course content to past experiences, field experiences, and future professional responsibilities. Prerequisite: RDNG 3423. F, S, SU RDNG 4443 DIAGNOSTIC PRACTICES IN TEACHING OF READING This course will develop the preservice teacher’s ability to implement and respond to various types of assessment, collect and make meaning of literacy data, and respond to data analysis with the development of appropriate and targeted instruction. Candidates in this course will engage in application-based field experiences with Tier II and/or Tier III readers, implementing assessments, analyzing assessments, and providing appropriately aligned intervention. Throughout the course the candidates will engage in coaching sessions with the cooperating teacher, university supervisor, and course instructor to ensure an accurate understanding of collected data is gleaned and that interventions are appropriately aligned and based upon research-based best practices. The course utilizes a variety of professional literature, learning activities, demonstrations, and various written and performance-based assessments meant to increase candidates’ literacy content and pedagogical knowledge and skillsets. Teaching methodologies include exposure to relevant literature, audio/video media, performance and demonstration activities, group collaboration and presentations, field experience, and written assignments. Prerequisites: RDNG 3423, RDNG 3432. F, S Secondary Education SECED 4813 EDUCATIONAL TESTS/MEASUREMENTS Use of test instruments in evaluation of the secondary student. Students select and interpret norm-referenced tests; construct and interpret criterion- referenced tests. F, S, SU SECED 4823 PRINCIPLES OF TEACHING IN THE SECONDARY SCHOOLS An in-depth study of the secondary school and its roles/purposes in American society with major emphasis toward subject integration, content delivery techniques, and overall responsibilities of secondary teachers. F, S, SU SECED 4843 TEACHER’S COURSE IN SCIENCE Methods, problems, and resources in teaching science in the secondary school. Problems and topics in the middle school and high school are presented. Required for teacher certification in science areas. Prerequisite: Admission to Teacher Education Program. FO SECED 4865-4965 STUDENT TEACHING IN THE SECONDARY SCHOOL Directed observation, participation, and student teaching in the major content area under the guidance of an assigned secondary classroom teacher. Prerequisites: Admission to Teacher Education Program, the Pre-Professional Semester, and concurrent enrollment in the Four- Week Block Sequence of EDUC 3321, EDUC 4021, and EDUC 4041. F, S
literature as well as methods for increasing student interest and engagement with text in order to increase reading ability and comprehension. The course utilizes a variety of instructional materials and approaches. Candidates will read a large amount of children’s literature in addition to selected pieces of professional literature and participate in selected audio and video media activities. Various written and performance-based assessments are also utilized to increase candidates’ foundational and pedagogical knowledge and skillset as it relates to capitalizing on the use of children’s literature in the elementary classroom. Teaching methodologies include exposure to relevant literature, audio/video media, performance and demonstration activities, group collaboration and presentations, field experience opportunities, and written assignments. . Prerequisite: RDNG 3423. F, S ELEM 4613 EDUCATIONAL TESTS & MEASUREMENTS Study of assessment procedures to improve the teaching-learning process through the utilization of various measures to ensure validity and reliability. Exploration of early, formative, and summative assessments. F, S, SU ELEM 4665-4765 STUDENT TEACHING IN THE ELEMENTARY SCHOOL Directed observation, participation, and student teaching under the guidance of an assigned elementary classroom teacher. Prerequisites: Admission to the Pre-Professional Semester and concurrent enrollment in the Four-Week Block Sequence of EDUC 3321, EDUC 4021, and EDUC 4041. F, S ELEM 4833 PRINCIPLES OF TEACHING IN THE ELEMENTARY SCHOOL An in-depth study of the elementary school and its roles/purposes in American society with major emphasis toward subject integration, content delivery techniques, rules and procedures in the classroom, student well- being, and overall professionalism of elementary teachers. It also emphasizes the importance of teacher growth through collaboration and self-reflection. F, S, SU Library Media LIBED 3423 MEDIA AND TECHNOLOGY A study of the use of computers and other media equipment in an instructional setting. The main vehicle of instruction will be modular and include the procedures to produce instructional materials using Microsoft Office Application Programs. Integration of the Internet with Microsoft Office is an integral part of the instruction. F, S, SU Reading RDNG 0122 IMPROVEMENT OF READING Designed for self-improvement in basic reading skills. Designated materials are utilized for correction of reading skill deficiencies, vocabulary development and phonetic analysis. F, S RDNG 3423 THE TEACHING OF READING I Teaching of Reading I leads teacher candidates in understanding the basic foundations of the science of reading including the major components of the reading process as established by the National Reading Panel (2000) and how these processes impact students’ development of literacy skills. Teacher candidates will demonstrate knowledge of how the brain interprets and makes meaning of print. Candidates learn and apply practices for instructing and assessing future students’ skills in phonological awareness, phonics, fluency, vocabulary, and comprehension are explored with specific and deep exploration in the areas of phonological awareness, alphabetics, phonics, fluency, and vocabulary. Moreover, variations in development and appropriate approaches for differentiated literacy teaching among students with diverse needs are explored to prepare candidates for the creation of inclusive literacy learning environments; a specific emphasis on developing a working knowledge of the underpinnings of Dyslexia, including characteristics, assessments, and accommodations, is also included. The course utilizes a variety of professional literature, learning activities, demonstrations, and various written and performance-based assessments meant to increase candidates’ foundational content and pedagogical knowledge and skillsets. Teaching methodologies include exposure to relevant literature, audio/video media, performance and demonstration activities, and written assignments.
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