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SIMON FRASER UNIVERSITY
S
EDUCATION 472-4?
DESIGNS FOR LEARNING: LANGUAGE ARTS
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(D1.00) ?
(cat.
#
10572)
Fall Semester, 1992 ?
Instructor: Pat Holborn
(September 8—December 4)
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Phone:
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291-3808
Saturdays, 8:30-3:30 p.m.
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291-3395 (messages)
Sept. 26, Oct. 10, 24, Nov. 14, 28, Dec. 5
Location: Ft. St. John
PREREQUISITE:
EDUC 401/402.
PURPOSES:
The purposes of this course are to help beginning teachers a) understand theoretical and
research foundations on which language and literacy instruction are based, and b) become
familiar with practical strategies for developing literacy throughout the school curriculum.
OBJECTIVES:
Students in this course will:
1.
understand current issues with regard to literacy development and language arts instruction;
2.
become familiar with the goals of the Language Arts English curriculum and their
relationship to the overall goals of education in British Columbia;
3.
become familiar with a variety of instructional strategies for facilitating students'
language and literacy development;
4.
become familiar with strategies for assessing children's language development and
evaluating individual progress.
OUTLINE OF TOPICS:
The following topics will be dealt with in this course:
Current issues in language arts instruction and literacy development
Theoretical and research foundations of the whole language movement
The role of oral language in literacy development
The reading/writing relationship
Literature-based instruction in reading
The writing process
Facilitating skill development in the language arts
The role of language in thinking and learning throughout the curriculum
Evaluation of language and literacy development
FORMAT:
The course addresses both theories of whole language development and instruction and the more
practical, day-to-day aspects of teaching using a whole language approach. Therefore classes
will include a variety of learning opportunities such as lectures, class discussions, small-group
tasks, experiential learning activities and student presentations.
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2
REQUIRED READINGS:
Edelsky, C., Aitwerger, B., & Flores, B. (1991).
Whole language: What's the difference?
Portsmouth, N. H.: Heinemann.
For students with an intermediate focus
Atwell, N. (1987).
In the middle: Writing, reading, and learning with adolescents.
Portsmouth, N. H.: Heinemann.
For students with a primary focus
McCormick-Calkins, L. (1991).
Living between the lines.
Toronto, Ont.: Irwin Publishing.
RECOMMENDED READINGS:
In addition to the course texts the instructor will provide an extensive bibliography. Students
are encouraged to select and read a variety of books from this reading list during their teacher
education program. A selection of articles will also be provided by the instructor for background
reading.
The following books are also highly recommended because they provide practical examples of
ways to structure effective whole language programs.
Hornsby, D., & Sukarna, D. (1986).
Read on: A conference approach to reading.
Portsmouth, N.
H.: Heinemann.
Parry, J
.
, & Hornsby, D. (1985).
Write on: A conference approach to writing.
Portsmouth, N.
H.: Heinemann.
Tierney, R. J
.
, Carter, M. A., & Desai, L. E. (1991).
Portfolio assessment in the reading-writing
classroom.
Norwood, MA: Christopher-Gordon Publishers.
ASSIGNMENTS:
Two written assignments and two brief in-class presentations will be expected. A detailed
overview will be provided for each assignment.
a.
Professional readings assignment
b.
Book talk
c.
Strategy demonstration
d.
Writing portfolio
EVALUATION:
Evaluation will be based on the following criteria:
a.
Attendance at and participation in all course activities;
b.
Performance on assignments in relation to stated criteria;
c.
Completion of a written self-evaluation at the end of the course as part of the portfolio
assignment.
There will be no examination.
