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SIMON FRASER UNIVERSITY
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EDUC. 385-4
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WHOLE LANGUAGE
Intersession, 1990
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Instructor: Pat Holborn
May 8 - June 14
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Office: ?
MPX 8641
Monday, Wednesday; 4:30 - 8:20
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Telephone: 291-4770(o) 931-7282(h)
Location: MPX7500
Purposes
The purposes of this course are to help beginning and experienced teachers a) understand the
theoretical foundations on which whole language instruction is based and b) develop
practical strategies for a whole language approach throughout the classroom curriculum.
Goals
Students in this course will:
1.
understand the theoretical and research foundations of a whole language approach to
literacy development;
2.
become familiar with a variety of instructional strategies for implementing a whole
language approach;
3.
become familiar with strategies for assessing children's language development and
evaluating individual growth in a whole language program;
4.
discuss the relationships among the principles of whole language and curricular
directions provided by the Year 2000 document, the Primary Program and the
Intermediate Program;
5.
clarify personal beliefs about the teacher's role in a whole language program;
6.
be able to articulate a rationale for using a whole language approach in their own
classrooms, supported with examples from current educational literature and classroom
practices.
Content Overview
Week 1:
Introduction to Whole Language
Week 2:
Developing Meaning through Oral Language
Week 3:
Developing Meaning through Reading
Week 4:
Developing Meaning through Writing
Week 5:
Designing an Integrated Program
Week 6:
Evaluation in Whole Language
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.
During the course students will be asked to participate in learning activities based on whole
language instructional principles. Participants are encouraged to study these experiences
from the viewpoint of learners as well as teachers.
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Readings
Atwell, N.
In the Middle: Writing, Reading, and Learning with Adolescents.
Heinemann. ISBN 0-86709-163-0. (For intermediate teachers)
Forester, A., & Reinhart, M.
The Learner's Way.
Peguis. ISBN 0-920541-96-8 (For
primary teachers)
Booth, D., Swartz, L., & Zola, M.
Choosing Children's Books.
Pembroke.
ISBN 0-921217-12-9.
McCormick-Calkins, L.
The Art of Teaching Writing.
Heinemann. ISBN 435-
08246-9.
Routman, R.
Transitions: From Literature to Literacy.
Heinemann.
ISBN 0-435-08467-4. ?
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Trelease, J.
The Read-Aloud Handbook.
Penguin. ISBN 014-046-727-0.
Throughout the course the instructor will suggest additional articles and books for
enrichment reading pertinent to topics discussed in class.
Course Requirements
Attendance and participation in all aspects of the course
Completion of assigned professional readings
Completion of oral and/or written assignments
Completion of final self-evaluation summary
Grading Criteria
A
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Represents superior (A-) to exceptional (A+) performance which goes beyond the
specified requirements of the assignment(s).
B ?
Represents good (B-) to very good (B+) performance which meets all the specified
requirements of the assignment(s).
C ?
Represents acceptable (C-) to satisfactory (C+) performance.
D Represents clear deviation from acceptable standards, including: Major factual
inaccuracies, major gaps in the knowledge base, ambiguous, unclear or inaccurate
presentation, poor organization leading to lack of coherence, and major errors in style.
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Represents serious deviation from acceptable standards, including all the deficiencies
of a D plus a major misunderstanding of the focus of the assignment.
F
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Represents a lack of content in major areas of the assignment.
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