BAE in Literacy, Reading & Writing/Secondary

Build Your Program
Scholarships
School of Education Certification
Alumni Resources
Support Education
Contact Us

About

The literacy major provides prospective teachers with the tools to support reading and writing instruction, benefiting their students across disciplines by improving comprehension. Candidates will study effective teaching and assessment strategies for the development of reading, writing, presentation and speaking skills. This specific degree is for secondary majors, but we also offer one for elementary majors.

In this program, you’ll take coursework in children’s/young adult literature, content literacy, writing across the curriculum, and literacy assessments. We encourage you to become a member of the Eastern Reading Council, which supports community literacy activities.

View Requirements

What You'll Learn

The following information comes from the official EWU catalog, which outlines all degree requirements and serves as the guide to earning a degree. Courses are designed to provide a well-rounded and versatile degree, covering a wide range of subject areas.

Literacy, Reading and Writing/Secondary (BAE)-This program prepares teacher candidates to teach in grades P–12 in all aspects of literacy. Candidates completing a major in Literacy, Reading, and Writing will demonstrate proficiency in the Reading Endorsement competencies through the State of Washington. The secondary literacy majors earn an initial endorsement in P-12 reading that is a standalone. No additional endorsements are included without additional testing or programs.

The BAE in literacy, reading and writing prepares educators for positions as a:

  • Reading specialist
  • Title I specialist
  • District reading curriculum specialist
  • Classroom teacher with enhanced skills in literacy instruction 

Admission to the Education Program 
Education Grade Requirements 

Secondary Education students must complete the required Secondary Education Core and the following courses.
Required Literacy, Reading and Writing Secondary Courses
EDUC 304INTRODUCTION TO ELEMENTARY READING3
EDUC 305CHILDREN'S LITERATURE STUDY AND USE4
EDUC 310LITERACY METHODS, MANAGEMENT AND ASSESSMENT IN THE ELEMENTARY SCHOOL4
EDUC 320ASSESSING AND DIFFERENTIATING LITERACY INSTRUCTION4
EDUC 401YOUNG ADULT LITERATURE STUDY AND USE4
EDUC 403LITERACY ASSESSMENT PRACTICUM1
EDUC 411LITERACY FOR LINGUISTICALLY AND CULTURALLY DIVERSE LEARNERS4
EDUC 413CONTENT AREA LITERACY: MANAGEMENT AND ASSESSMENT FOR SECONDARY EDUCATION CANDIDATES3
EDUC 416WRITING PROCESS ACROSS THE CURRICULUM4
Elective–choose one3-5
A GLOBAL VIEW THROUGH CHILDREN'S LITERATURE
LITERACY AND ROBOTICS
INSTRUCTIONAL MEDIA AND TECHNOLOGY
EARLY LITERACY
NATURAL RESOURCES CAPSTONE
LANGUAGE STRUCTURE AND USE
Capstone
EDUC 490
& EDUC 494		LITERACY MAJOR CAPSTONE
and LITERACY SEMINAR AND PRACTICUM (must be taken concurrently)		8
Total Credits42-44

What You'll Learn

The following information comes from the official EWU catalog, which outlines all degree requirements and serves as the guide to earning a degree. Courses are designed to provide a well-rounded and versatile degree, covering a wide range of subject areas.

Department of Education Outcomes  

The Department of Education Outcomes (DoEO) are taken word for word from INTASC.  These outcomes must be met by all students upon completion of their degree.     

  1. The teacher candidate understands how learners grow and develop, recognizing that patterns of learning and development vary individually within and across the cognitive, linguistic, social, emotional, and physical areas, and designs and implements developmentally appropriate and challenging learning experiences. 
  2. The teacher candidate uses understanding of individual differences and diverse cultures and communities to ensure inclusive learning environments that enable each learner to meet high standards. 
  3. The teacher candidate works with others to create environments that support individual and collaborative learning, and that encourage positive social interaction, active engagement in learning, and self-motivation. 
  4. The teacher candidate understands the central concepts, tools of inquiry, and structures of the discipline(s) he or she teaches and creates learning experiences that make these aspects of the discipline accessible and meaningful for learners to assure mastery of the content. 
  5. The teacher candidate understands how to connect concepts and use differing perspectives to engage learners in critical thinking, creativity, and collaborative problem solving related to authentic local and global issues. 
  6. The teacher candidate understands and uses multiple methods of assessment to engage learners in their own growth, to monitor learner progress, and to guide the teacher candidate’s and learner’s decision making. 
  7. The teacher candidate plans instruction that supports every student in meeting rigorous learning goals by drawing upon knowledge of content areas, curriculum, cross-disciplinary skills, and pedagogy, as well as knowledge of learners and the community context. 
  8. The teacher candidate understands and uses a variety of instructional strategies to encourage learners to develop deep understanding of content areas and their connections, and to build skills to apply knowledge in meaningful ways. 
  9. The teacher candidate engages in ongoing professional learning and uses evidence to continually evaluate his/her practice, particularly the effects of his/her choices and actions on others (learners, families, other professionals, and the community), and adapts practice to meet the needs of each learner. 
  10. The teacher candidate seeks appropriate leadership roles and opportunities to take responsibility for student learning, to collaborate with learners, families, colleagues, other school professionals, and community members to ensure learner growth, and to advance the profession.