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EDUCATION 385-4

SPECIAL TOPICS: WHOLE LANGUAGE

Summer Intersession, 1989

(May 8—June 16)

Tuesdays/Thursdays

5:30 - 9:20 p.m.

Location: MPX 7600

Instructor: Mary Kooy

Office: ?

291-

Home:

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574-3479

PREREQUISITE:

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

COURSE DESCRIPTION:

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

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

OVER

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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 Readin

g

and Writing in the

Elementary School - Jane Hansen, Thomas Newkirk, Donald Graves, Ed. 1986

Heinemann (paper back)

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

Adolescents - Nancie Atwell 1987 Heinemann (paper back)

SUGGESTED READING:

When Writers Read

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Jane Hansen Heinemann 1987

Understanding Writing: Ways of Observing. Learning and Teaching - Thomas Newkirk, Nancie

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

Readin g

: 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

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