Spring, 1989

Wednesdays

4:30 - 8:20 p.m.

Location: MPX 7610

Instructor: ?

Mary Kooy

Office: ?

291-

Home: ?

574-3479

. ?

.

EDUCATION 385-4

SPECIAL TOPICS: WHOLE LANGUAGE

Prerequisite: Education 401/402 or equivalent of a first teaching practicum.

1IftIii1!.ii11t1

This course is designed for teachers who want to thoroughly examine the

underpinnings of 'whole language' approaches to learning, literacy and pedagogy.

Education 385

will provide opportunities for teachers to examine the theoretical

foundations and the practices arising out of the 'whole language' philosophy.

Language activity as both a means of communicating and making meaning provides

the focus for this course. Although language learning is a complex process, children

come to school language-smart. As Halliday (1982) says, children know what

language is because they know what language does. Consequently, informed

language instruction "enables children to use their language resources and build on

them" (Jaggar, 1985, p.3).

Albeit language works integratively, we will initially explore the elements individually,

always recognizing the inherent dangers in such an enterprise. The processes of

writing and reading constitutes the bulk of the course. Languaging to make meaning

will inform the questions: How do children make meaning in writing? reading?

listening? speaking? What does the current research in language acquisition imply

for teaching practices?

This course will consist of various activities: lectures; workshops and demonstrations;

seminars; individual writing tasks; collaborative learning groups. The class structure

will reflect the repertoire of strategies applicable to actual classroom experiences.

OUTLINE OF THE TOPICS:

Literacy: language growth and development

Learning to Write/Writing to Learn

The Process of Writing (from Prewriting to Publishing)

Conventions: usage, spelling, grammar

Learning to Read/Reading to Learn

The role of Literature in the Curriculum

Basal Readers

Writing/Reading Connections

Evaluation

Designing 'Whole Language' Curriculum

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COURSE REQUIREMENTS:

Attendance and participation in all aspects of the course

Completion of assigned professional readings

Response Log: Young Adult Novel

Additional Written/Oral Presentation

REQUIRED TEXTS:

Transitions: From Literature to Literacy - Regie Routman 1988 Heinemann (paper

back)

The Art of Teaching Writing - Lucy McCormick Calkins 1986 Heinemann (paper

back)

PRIMARY TEACHERS: Breaking Ground: Teachers Relate Reading and Writing in

the Elementary School - Jane Hansen, Thomas Newkirk, Donald Graves,

Ed. 1986 Heinemann (paper back)

JJiTERMEDIATE TEACHERS: In the Middle: Writing Reasoning and Learning with

Adolescents - Nancie Atwell 1987 Heinemann (paper back)

SUGGESTED READING:

-

Jane Hansen Heinemann 1987

nderst pndin g

Writin g

: Wa y

s of Observin g

. Learnin g

and Teachin g

- Thomas

Newkirk, Nancie Atwell, Ed. 1988, 1986, 2nd Ed. Heinemann

Reading: Process and Practice - Constance Weaver 1988 Heinemann

How Texts Teach What Readers Learn - Margaret Meek 1988 Thimble Press

The Read-Aloud Handbook - Jim Trelease 1985 Penguin

Whole Language: Theory in Use - Judith Newman 1986 Heinemann