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English 4-8 English, Lang. Arts, Reading Certification
Teacher Preparation Program Admission Requirements
Traditional Undergraduate Teacher Preparation Program
Applications for admission to the Teacher Preparation Program are accepted in September for the following spring semester and in February for the following fall semester.
- Application to program submitted through TK20, to include the following:
- Disposition Survey
- Code of Ethics Reflection Statement
- Completed FERPA form
- Payment of $35.00 application fee.
- Overall GPA of 2.80 or higher. The Overall GPA requirement changes to 2.70 or higher beginning with the Spring 2024 semester.
- Complete a writing sample and interview as a requirement for the application to the Teacher Preparation program.
- Completed hours in content area: 4 - 8 ELAR certification candidates must have completed 12 semester hours in content area with no grade below "C".
- Advising from assigned faculty advisors in the Teacher Education program.
For Admission to Field-Based Co-Teaching Semester
- A Notice of Intent for Field-Based Co-Teaching semester submitted in TK20 in September for the following spring semester and in February for the following fall semester.
- Completion of appropriate coursework.
- Minimum of 2.80 GPA overall; no grade below "C" in upper-division courses. The Overall GPA requirement changes to 2.70 or higher beginning with the Spring 2024 semester.
For Admission to the Clinical Co-Teaching Semester
- Successfully complete all program requirements.
- Successful completion of Field-Based Co-Teaching semester as determined by Chair of Teacher Education.
- Continued placement in assigned K-12 classroom.
- Maintain 2.80 cumulative GPA ; no grade below "C" in upper-division courses. The Overall GPA requirement changes to 2.70 or higher beginning with the Spring 2024 semester.
Degree Requirements for English, Language Arts & Reading w/ 4-8 Teacher Certification
Students should refer to their DegreeWorks degree audit in their Web for Students account for more information regarding their degree requirements.
| Code | Title | Hours |
|---|---|---|
| Major Requirements 6 | ||
| General Education Requirements | 42 | |
| ENGL 1301 | Composition I 10 | 3 |
| ENGL 1302 | Composition II 10 | 3 |
| ENGL 2321 | British Literature 10 | 3 |
| ENGL 2326 | American Literature 10 | 3 |
| ENGL 2331 | World Literature 10 | 3 |
| ENGL 2340 | Writing Across the Curriculum | 3 |
| or ENGL 2351 | Introduction to Creative Writing | |
| ENGL 2360 | Introduction to Literary Studies | 3 |
| ENG 305 | Children's Literature I | 3 |
| or ENG 306 | Young Adult Literature | |
| ENG 320 | Modern English Grammar and Usage | 3 |
| ENG 345 | Advanced Composition for Educators | 3 |
| ENG 410 | Writing Processes & Strategies | 3 |
| ENG 424 | History and Structure of the English Language | 3 |
| ENG 442 | Advanced American Literature (EL) | 3 |
| ENG 445 | Advanced World Literature | 3 |
| ENG 472 | Advanced British Literature | 3 |
| ENG 491 | Capstone in English Studies | 3 |
| Reading | ||
| RDG 343 | Content Area Literacy Instruction for Secondary Students | 3 |
| RDG 352 | Comprehension and Written Expression for Upper Elementary Students | 3 |
| RDG 354 | Assessment Driven Literacy Instruction 7 | 3 |
| Select 3 semester credits of Upper Division English Electives (300-400 level) | 3 | |
| Other Requirements | ||
| BIOL 1308 | Biology for Non-Science Majors I 10 | 3 |
| BIOL 1108 | Biology for Non-science Majors I Lab 10 | 1 |
| BIOL 1309 | Biology for Non-Science Majors II 10 | 3 |
| BIOL 1109 | Biology for Non-science Majors II Lab 10 | 1 |
| PHYS 1415 | Physical Science I | 4 |
| Electives (as needed to meet minimum degree requirements including 54 semester credit hours of upper division and overall hours) | ||
| Professional Development | ||
| ED 311 | Teaching and Learning for Social Change (EL) | 3 |
| ED 321 | Secondary School Methods | 3 |
| Block 1 | ||
| ED 331 | Classroom and Behavior Management 8 | 3 |
| ED 495 | Field-Based Co-Teaching Semester 8 | 3 |
| Block 2 | ||
| ED 496 | Clinical Co-Teaching Semester (EL) 9 | 3 |
| SPED 418 | Inclusion of Students with High Support Needs in the Content Areas | 3 |
| Electives (as needed to meet minimum degree requirements including 54 semester credit hours of upper division) | ||
| Minimum Hours for Degree | 120 | |
- 6
Minimum grade of "C" required in all Major, Education and Professional Development Courses
- 7
Requires Admission to Teacher Prep Program
- 8
Requires successful placement interview with a partnership public school district
- 9
Requires passing all TExES exams
- 10
Satisfies Core Curriculum
NOTE: A minimum of 46 upper division hours (300 and 400 level courses) are required for this degree. Resident credit totaling 25% of the hours is required for the degree. A minimum GPA of 2.0 is required in three areas for graduation: Overall GPA, Institutional GPA, and Major GPA.
English 4-8 English, Lang. Arts, Reading Certification 4 Year Plan
First Year
| Code | Title | Hours |
|---|---|---|
| Fall | Semester Credit Hours | |
| ENGL 1301 | Composition I Minimum grade of 'C' required, satisfies (010) core curriculum | 3 |
| HIST 1301 | United States History I satisfies (060) core curriculum | 3 |
| ENGL 2360 | Introduction to Literary Studies Minimum grade of 'C' required | 3 |
| IS 1100 | University Foundations Required for FTIC students only | 1 |
| Mathematics Core Curriculum Requirement | 3 | |
| Select one of the following for the Creative Arts Core Curriculum Requirement: minimum grade of 'C' required | 3 | |
| British Literature | ||
| American Literature | ||
| World Literature | ||
| Fall Total Semester Credit Hours | 16 | |
| Spring | Semester Credit Hours | |
| ENGL 1302 | Composition II Minimum grade of 'C' required, satisfies core curriculum | 3 |
| HIST 1302 | United States History II satisfies core curriculum | 3 |
| MCOM 1307 | Introduction to Mass Communication satisfies core curriculum | 3 |
| or SPCH 1315 | Public Speaking | |
| Language, Philosophy and Culture Core Curriculum Requirement | 3 | |
| Select one of the following for the Component Area Core Curriculum Requirement: minimum grade of 'C' required | 3 | |
| British Literature | ||
| American Literature | ||
| World Literature | ||
| Spring Total Semester Credit Hours | 15 | |
| Total First Year Semester Credit Hours | 31 | |
Second Year
| Code | Title | Hours |
|---|---|---|
| Fall | Semester Credit Hours | |
| BIOL 1308 | Biology for Non-Science Majors I satisfies core curriculum | 3 |
| BIOL 1108 | Biology for Non-science Majors I Lab satisfies core curriculum | 1 |
| PSCI 2301 | American Government I: Federal & Texas Constitutions satisfies core curriculum | 3 |
| ENGL 2340 | Writing Across the Curriculum minimum grade of 'C' required | 3 |
| or ENGL 2351 | Introduction to Creative Writing | |
| ENGL 2321 | British Literature minimum grade of 'C' required | 3 |
| or ENGL 2326 | American Literature | |
| or ENGL 2331 | World Literature | |
| Social and Behavioral Science Core Curriculum Requirement | 3 | |
| Fall Total Semester Credit Hours | 16 | |
| Spring | Semester Credit Hours | |
| BIOL 1309 | Biology for Non-Science Majors II satisfies core curriculum | 3 |
| BIOL 1109 | Biology for Non-science Majors II Lab satisfies core curriculum | 1 |
| PSCI 2302 | American Government II: Federal & Texas Political Behavior satisfies core curriculum | 3 |
| ENG 345 | Advanced Composition for Educators minimum grade of 'C' required | 3 |
| ENG 305 | Children's Literature I minimum grade of 'C' required | 3 |
| or ENG 306 | Young Adult Literature | |
| Electives as needed to satisfy minimum degree requirements including 54 semester credit hours of upper division coursework or total semester credit hours | 3 | |
| Spring Total Semester Credit Hours | 16 | |
| Total Second Year Semester Credit Hours | 32 | |
Third Year
| Code | Title | Hours |
|---|---|---|
| Fall | Semester Credit Hours | |
| ENG 320 | Modern English Grammar and Usage minimum grade of 'C' required | 3 |
| ENG 410 | Writing Processes & Strategies | 3 |
| ENG 442 | Advanced American Literature (EL) minimum grade of 'C' required | 3 |
| PHYS 1415 | Physical Science I satisfies core curriculum | 4 |
| ED 311 | Teaching and Learning for Social Change (EL) minimum grade of 'C' required | 3 |
| Fall Total Semester Credit Hours | 16 | |
| Spring | Semester Credit Hours | |
| RDG 343 | Content Area Literacy Instruction for Secondary Students | 3 |
| ENG 424 | History and Structure of the English Language minimum grade of 'C' required | 3 |
| ENG 445 | Advanced World Literature minimum grade of 'C' required | 3 |
| ED 321 | Secondary School Methods minimum grade of 'C' required | 3 |
| Spring Total Semester Credit Hours | 15 | |
| Spring Total Semester Credit Hours | 12 | |
| RDG 352 | Comprehension and Written Expression for Upper Elementary Students minimum grade of 'C' required | 3 |
| RDG 354 | Assessment Driven Literacy Instruction minimum grade of 'C' required | 3 |
| Summer Total Semester Credit Hours | 6 | |
| Third Year Total Semester Credit Hours | 34 | |
Fourth Year
| Code | Title | Hours |
|---|---|---|
| Fall | Semester Credit Hours | |
| ED 495 | Field-Based Co-Teaching Semester minimum grade of 'C' required | 3 |
| ED 331 | Classroom and Behavior Management minimum grade of 'C' required | 3 |
| ENG 472 | Advanced British Literature minimum grade of 'C' required | 3 |
| ENG 491 | Capstone in English Studies minimum grade of 'C' required | 3 |
| 3sch Upper Division English Elective 300-400 level | 3 | |
| Fall Total Semester Credit Hours | 15 | |
| Spring | Semester Credit Hours | |
| ED 496 | Clinical Co-Teaching Semester (EL) minimum grade of 'C' required | 3 |
| SPED 418 | Inclusion of Students with High Support Needs in the Content Areas minimum grade of 'C' required | 3 |
| Electives as needed to satisfy minimum degree requirements including 54 semester credit hours of upper division coursework or total semester credit hours | 2 | |
| Spring Total Semester Credit Hours | 8 | |
| Year Four Total Semester Credit Hours | 23 | |
| Minimum Hours for Degree | 120 | |
NOTE: Minimum grade of "C" required for all Major, ED, SPED, RDG and Professional Development courses.
NOTE: A minimum of 46 upper division hours (300 and 400 level courses) are required for this degree. Resident credit totaling 25% of the hours is required for the degree. A minimum GPA of 2.0 is required in three areas for graduation: Overall GPA, Institutional GPA, and Major GPA.
Undergraduate courses in English 4-8 English, Lang. Arts, Reading Certification
ED 311. Teaching and Learning for Social Change (EL). 3 Hours.
This foundational education course explores the breadth of educational settings for students and the role the teacher plays in disrupting structural inequities and advancing justice in the classroom. Cultural, emotional, physical, intellectual, and learning differences are studied for their impact on learning abilities and educational opportunity. The course draws upon a framework of understanding that includes the 1) introduce and prepare sections of the teacher education learning cycle and 2) the four dimensions of equity. Students will apply educational theory to practical implementation of high leverage practices and consider how such practices enhance learning for all students. Students must be considered in their junior year and will be required to participate in 10 hours of field experiences and participate in practice-based learning opportunities to complete course requirements. This course integrates the principles of experiential learning and meets the criteria for field work.
ED 321. Secondary School Methods. 3 Hours.
This course provides students seeking certification in grades 4-8 and 7-12 skills for reading, critiquing, and adapting curriculum, planning effective instruction, creating assessments that provide a feedback loop, implementing differentiated methods for diverse populations, and delivering content effectively. Students will apply skills and knowledge in lesson plans, unit plans, and teaching simulations. This course integrates the principles of Experiential Learning and meets the criteria for fieldwork.
ED 331. Classroom and Behavior Management. 3 Hours.
This course presents current strategies for classroom and behavior management including classroom procedures and expectations, organization of materials, and classroom space for optimum learner benefit. An emphasis will be placed on the high-leverage instructional practice, developing meaningful relationships. University students will engage in strategies that support equity for diverse and marginalized students and large diverse classrooms. Basic federal and state laws for all teachers, including teachers of students with disabilities (dyslexia, emotional/behavior disorders, autism), English as a Second Language (ESL) and other at-risk students will also be presented. This course will require university students to learn and practice strategies and techniques through authentic and interactive field experiences. Prerequisite: Admitted to the Teacher Preparation Program.
ED 435. Secondary Content Pedagogy. 3 Hours.
This course provides students seeking certification in grades 4-8 and 7-12 with pedagogical best-practices. Students will learn lesson planning, assessment, and available resources for their specific content area. Methods for accessing and processing information through traditional as well as new technologies will be addressed. Prerequisite: Admission to the Teacher Preparation Program.
ED 495. Field-Based Co-Teaching Semester. 3 Hours.
This course provided clinical experience in the public school setting as part of the field experience requirements for the undergraduate Teacher Preparation Program. The Teacher Candidate is required to spend six hours per week for 12 weeks in an assigned classroom. A university field supervisor in conjunction with the cooperating teacher supervises the Clincial Teacher. Block 1 is the first semester of the co-teaching assignment (2 semesters) in which the Teacher Candidate and Cooperating Teacher are considered co-teachers for the class. Course is graded on a Satisfactory (S) or Unsatisfactory (U) basis for 3 SCH. This course integrates the principles of experiential learning and meets the criterion for internship. Prerequisite: Met admission requirements to undergraduate field based placement guidelines.
ED 496. Clinical Co-Teaching Semester (EL). 3 Hours.
This course provided clinical experience in a public school setting as part of field experience requirements for the undergraduate Teacher Preparation Program. The Teacher Candidate is required to spend 72 complete instructional days in an assigned classroom. A university field supervisor in conjunction with the cooperating teacher supervises the Clinical Teacher. Block 2 is the second semester of the co-teaching assignment (2 semesters) in which Teacher Candidate and Cooperating Teacher are co-teachers for the public school class. Course graded on Satisfactory (S) or Unsatisfactory (U) basis for 3 SCH. This course integrates the principals of experiential learning and meets the criterion for internship. Prerequisite: successful completion of ED 495, continued acceptance in the public school classroom, and completion of program requirements.
ENG 305. Children's Literature I. 3 Hours.
This course provides a survey of the history of children's books, books for very young children, picture books and illustrators, short fiction, folk tales, fables, myths and epics, historical fiction and biography.
ENG 306. Young Adult Literature. 3 Hours.
This course is a survey of young adult literature.
ENG 310. Rhetoric, Argumentation, and Persuasion. 3 Hours.
This course explores the principles, practices, and history of rhetoric, persuasion, and argumentation in academic, public, and professional contexts. Prerequisites: ENGL 1301 or ENGL 1401 and ENGL 1302 or ENGL 1402, or ENGL 2311.
ENG 312. Shakespeare and His Contemporaries. 3 Hours.
This course provides a study of the author's plays with special attention devoted to major and better-known works.
ENG 320. Modern English Grammar and Usage. 3 Hours.
This course engenders improved application and understanding of the linguistic structure of Modern American English with specific reference to application in teaching.
ENG 340. Advanced Expository Writing (EL). 3 Hours.
This course advances individual writing ability by focusing upon analytical and rhetorical strategies through various exercises and the production of compositions. This course integrates the principles of Experiential Learning and meets criteria for undergraduate research. Prerequisite: ENGL 1301 with a grade of C or better, and ENGL 1302 or ENGL 2311 with grades of C or better.
ENG 345. Advanced Composition for Educators. 3 Hours.
This course provides future educators opportunities to grow as writers, personally and professionally, through interaction with the conventions of writing, literature, and writing across the curriculum, all within a writing community focused on education of self and others. Prerequisite: ENGL 1301 with a grade of C or better, and ENGL 1302 or ENGL 2311 with grades of C or better.
ENG 350. Advanced Technical Writing. 3 Hours.
This course advances students in the rhetorical analysis, composing, design, and execution of technical and scientific writing and communication, including print and web-based texts. Prerequisite: ENGL 1301 with a grade of C or better, and ENGL 1302 or ENGL 2311 with grades of C or better.
ENG 410. Writing Processes & Strategies. 3 Hours.
This course covers the major models of process-based approaches to writing, their historical development and disciplinary contexts within the field of writing studies, empirical and theoretical research concerning those models. Specific strategies to improve writers and writing during stages of these processes are also covered.
ENG 424. History and Structure of the English Language. 3 Hours.
Participants will cover topics that include the basic features of human language, a historical study of English, and a study of English phonology, morphology, and syntax.
ENG 430. Studies in Women's Literature. 3 Hours.
This course provides a study of the various images of women in literature with an emphasis on the twentieth century.
ENG 442. Advanced American Literature (EL). 3 Hours.
This course provides a study of specific eras of American Literature. Topics will vary.
ENG 445. Advanced World Literature. 3 Hours.
This advanced course in World Literature aims to introduce students to a selection of classic and/or modern literary works outside of the United States and Britain. One of the goals of the course is to analyze and discuss these works of literature within their soci-historical context with an emphasis upon a different theme or literary movement presented in each offering of the course. While this varying theme or movement will demarcate the frame of the course, the theme of encounters (textual and cultural) remains consistent and the importance of factors such as race, class, gender, religion, language, translation, and so on will be taken into consideration. The students' critical engagement with the assigned works of literature will be further enhanced by the historical and literary background provided by lectures and secondary sources. No prior knowledge of or familiarity with other languages is required as all reading materials are provided in English translation.
ENG 450. Studies in Genre. 3 Hours.
This course provides an advanced study of one of the following literary genres: Short Story, Film, Poetry, Drama, and International Literature. It may be repeated when topics vary.
ENG 472. Advanced British Literature. 3 Hours.
This course provides a study of specific eras of British Literature. Topics will vary.
ENG 489. Individual Study. 1-3 Hours.
This course provides individual instruction. Students may repeat the course when topics vary.
ENG 491. Capstone in English Studies. 3 Hours.
This course constitutes a practicum in which students review English studies with emphasis on critical approaches to literature, literary terminology, and the characteristics and major writers of literary periods. Students write capstone papers that reflect their understanding of the components of literary study. Prerequisite: To be taken during the final semester of the bachelor's degree program in English.
ENG 497. Special Topics. 3 Hours.
Instructors will provide an organized class designed to cover areas of specific interest. Students may repeat the course when topics vary.
ITED 350. Technology and Digital Literacy. 3 Hours.
This course is designed to assist students with developing skills for using web applications and mobile computing. The activities in the course assist students with promoting critical thinking and problem-solving skills by engaging them with digital tools being used in daily life. Topics covered include: technology in society, computers and digital components, the internet- how it works and making the most of web resources , applications for work and play, and systems software- operating systems, utilities and file management, information technology ethics, understanding and assessing hardware, digital devices and media and protection, information technology careers, software programming, databases and information systems, networking and security. There is an emphasis on using the Microsoft Office Suite of Products in this course including Word, Excel, PowerPoint, and Access.
RDG 343. Content Area Literacy Instruction for Secondary Students. 3 Hours.
This course equips content area teachers with research-based strategies and skill to incorporate reading into science, mathematics, and/or social studies. Students will utilize strategies for morphemic awareness, comprehension, vocabulary, and written expression to develop a unit of study based on the TEKS for a subject area of choice. Additionally, students will assess curriculum materials and learn about additional tools and accommodations that teachers use to bridge student reading deficits to allow learning in the content area how to help their students learn the material presented.
RDG 352. Comprehension and Written Expression for Upper Elementary Students. 3 Hours.
This course will address strategies, and materials related to literacy development in the upper elementary grades. As guided by the TEKS in grades 3-6, students will engage in rehearsals to engage with high leverage teaching practices and design unit lesson plans that incorporate research-based strategies for enhancing comprehension, vocabulary, written expression, morphemic awareness, and spelling.
RDG 354. Assessment Driven Literacy Instruction. 3 Hours.
This course provides a framework for assessing students in all components of reading instruction aligned to the Science of Teaching Reading in order to gather data regarding strengths and weaknesses in literacy development in elementary students. Students will practice effective assessment techniques, data analysis and incorporate research-based strategies for addressing deficits or enhancing strengths into intervention lesson planning to scaffold student learning. Prerequisite: Must be admitted into Teacher Preparation Program AND have already taken RDG 350. RDG 354 Students will not be successful without the background knowledge of RDG 350.
SPED 410. Introduction to Individual with Exceptionalities. 3 Hours.
This course develops students’ foundational knowledge of historical perspectives, educational principles, laws, and professional ethics and roles in the fields of special education and English Language Learners (ELL). It focuses on the learning and behavioral characteristics of diverse learners, including students with exceptionalities (which includes disabilities, Attention Deficit Hyperactivity Disorders, Dyslexia, and Gifted/Talented) students who are ELL and students who are Culturally and Linguistically Diverse Exceptional (CLDE) learners. Additionally, this course introduces instructional strategies, appropriate curriculum, accommodations, modifications, and assistive technology to ensure the success of all learners.
SPED 418. Inclusion of Students with High Support Needs in the Content Areas. 3 Hours.
This course presents research, issues, and trends related to the inclusion of secondary students with high-level support needs into content area classes in a manner that is equity-minded and socially just. Prerequisite: Admission to the Teacher Preparation Program.
