# Elementary Education - Lower Elementary Grades PreK - 3 (A)

A candidate in the Lower Elementary program will become certified to teach in grades Pre-Kindergarten to 3rd grade upon completion of the program and a passing score on the corresponding Michigan Test for Teacher Certification (MTTC). The program standards are defined by the State of Michigan and are as follows:

**Professional Standards: **P.1. Learner - Center Supports, P.2. Ethics and Professional Growth, and P.3. Strategic Partnerships

**Literacy Standards: **L.1. Literacy Learning Environments, L.2. Culturally Responsive Practices in Literacy, L.3. Literacy Curriculum Design and Assessment, L.4. Overall Literacy, L.5. Motivation and Engagement, L.6. Print Concepts, L.7. Phonological Awareness, L.8. Phonics, L.9. Spelling, L.10. Word Recognition, L.11. Morphology, L.12. Syntax, L.13. Reading Fluency, L.14. Vocabulary, L.15. Handwriting, L.16. Comprehension, L.17. Composition, and L.18. Speaking and Listening

**Mathematics Standards:** M.1. Build and draw on relationships with children, caregivers, and communities in ways that support children's mathematics learning; M.2. Plan mathematics lessons and sequences of lessons; M.3. Use formative and summative mathematics assessments to gauge children's learning and to make instructional decisions; M.4. Enact instruction that allows all children to engage with significant mathematics and to develop productive dispositions toward mathematics; M.5. Unpack mathematical content and identify mathematical competence for attribution; M.6. Perform mathematical explanations and support children's mathematical explanations for attribution; M.7. Choose, interpret, and talk with representations for attributions; M.8. Elicit, interpret, support and extend others' mathematical thinking for attribution; M.9. Unpack mathematical content and identify mathematical competence for counting and whole number representation; M.10. Perform mathematical explanations and support children's mathematical explanations for counting and whole number representation; M.11 Choose, interpret, and talk with representations for counting and whole number representation; M.12. Elicit, interpret, support, and extend others' mathematical thinking for counting and whole number representation; M.13. Unpack mathematical content and identify mathematical competence for early fraction representation; M.14. Perform mathematical explanations and support others' mathematical explanations for early fraction representation; M.15. Choose, interpret, and talk with representations for early fraction representation; M.16. Elicit, interpret, support, and extend others’ mathematical thinking for early fraction representation; M.17. Unpack mathematical content and identify mathematical competence for whole number operations; M.18. Perform mathematical explanations and support children’s mathematical explanations for whole number operations; M.19. Choose, interpret, and talk with representations for whole number operations; and M.20. Elicit, interpret, support, and extend others’ mathematical thinking for whole number operations.

**Science Standards: **S.1. Scientific Phenomena; S.2. Engaging children in Science and Engineering Practices (SEPs) as Identified in the Framework; S.3. Engaging Children in Developing and Using Disciplinary Core Ideas (DCIs) as Identified in the Framework; S.4. Engaging Children in Developing and Using Crosscutting Concepts as Identified in the Framework; S.5. Selecting and modifying instructional materials for 3D learning; S.6. Children’s scientific sense-making; S.7. Pedagogical strategies that support culturally relevant sense-making in 3D learning; and S.8. Equity and Access

**Social Studies Standards: **SS.1. Civic Engagement; SS.2. History; SS.3. Geography; SS.4. Civics and Government; and SS.5. Economics.

For more information regarding these State standards please see the Standards for the Preparation of Teachers of Lower Elementary (PK-3) Education

The School of Education has the following Program Outcomes:

**SL1. Faith Integration: **Candidates display the Christian principles that are central to the university’s mission.

**SL2. Caring Relationships:** Candidates establish caring, supportive relationships with students, families and colleagues.

**RP3. Disciplinary Knowledge: **Candidates demonstrate an in-depth knowledge of the skills and frameworks of their content areas appropriate to their certification.

**RP4. Pedagogy and Instruction: **Candidates understand and implement best practices of instruction and deliver well-differentiated and well-aligned instruction that empowers students as learners.

**RP5. Communication: **Candidates demonstrated effective communication skills to enhance teaching and learning.

**RP6. Assessment: **Candidates use various types of assessment to evaluate student progress and to improve their instruction.

**RP7. Classroom Environment: **Candidates assess and respond appropriately to the cultures of diverse classrooms, schools, and the community.

**LL8. Professionalism and Personal Growth:** Candidates engage in continuous growth by consistently expanding their professional knowledge, skills and dispositions.

Code | Title | Hours |
---|---|---|

Elementary Education Content | ||

CCE 110 | Western Culture & Worldview | 3 |

HIST 151 | American Civilization I | 3 |

HIST 223 | Michigan History | 3 |

GEOG 220 | Cultural Geography | 3 |

POLS 201 | American Government | 3 |

EDU 119 | Number Sense: Teaching Pre K-9 | 3 |

CCE 140 | Science & Humanity | 3 |

SCI 100 | Introduction to Natural Science | 4 |

ENG 365 | History of the English Language | 3 |

ENG 315 | Contemporary Mosaic | 3 |

EDU 437 | Children's Literature | 3 |

Professional Education Sequence | ||

EDU 230 | Teaching and Learning in Diverse Societies | 3 |

EDU 231 | Teaching and Learning in Diverse Societies Elementary Clinical | 1 |

EDU 240 | Human Growth and Development | 3 |

EDU 241 | Human Growth and Development Elementary Clinical | 1 |

EDU 335 | Designing Instruction for Student Success | 3 |

EDU 336 | Designing Instruction for Student Success Elementary Clinical | 1 |

EDU 365 | Differentiation for All Learners | 3 |

EDU 366 | Differentiation for All Learners Elementary Clinical | 1 |

EDU 491 | Intro to Learning Disabilities | 3 |

EDU 395 | Preparing for Student Teaching | 1 |

Elementary Education Sequence | ||

EDU 370 | Teaching Elementary Literacy | 3 |

EDU 375 | Literacy Challenges in Elementary Classrooms | 3 |

EDU 454 | Language Arts & Social Studies Elementary Methods | 2 |

EDU 474 | Math & Science Elementary Methods | 2 |

Lower Elementary (PreK- 3) Concentration | ||

EDU 310 | Assessment of Young Children | 3 |

EDU 312 | Mathematics in Early Childhood | 2 |

EDU 355 | Emergent Literacy in Early Childhood | 3 |

EDU 371 | Elementary Literacy – Lower Elementary Clinical | 1 |

EDU 376 | Literacy Challenges – Lower Elementary Clinical | 1 |

EDU 455 | Language Arts & Social Studies – Lower Elementary Clinical | 1 |

EDU 475 | Math & Science– Lower Elementary Clinical | 1 |

Internship (Student Teaching) | ||

EDU 484 | Student Teaching for Lower Elementary | 12 |

Total Hours | 88 |