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SIMON FRASER UNIVERSITY

Faculty of Education

EDUCATION 385-4

SPECIAL TOPICS: WHOLE LANGUAGE

Summer Session, 1989 ? Instructor: ?

J. Wells

(July 4- August 11)

Wednesday/Friday

1:00-4:50 P.M.

Location: MPX 7600B

Whole language in its essence goes beyond the

simple delineation of a series of teaching strategies

to describe a shift in the way in which teachers think

about and practise their art." (Sharon Rich)

PREREQUISITE:

EDUC 401/402

or equivalent.

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 instruction approach

throughout the classroom curriculum.

OBJECTIVES

Students in this course will:

1) understand the theoretical and research foundations of the whole

language approach;

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 and

evaluating individual progress in a whole language program;

4)

clarify personal beliefs about the teacher's role in a whole language

program;

5)

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.

OUTLINE

OF TOPICS

What is literacy? How do we grow into literacy?

Theoretical and research foundations of whole language Instruction

Principles of whole language instruction

Developing meaning through oral language - with special reference to

informal talk, discussion, storytelling and drama

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Developing meaning through reading - with special reference to the

emergent reading process, reading aloud, individualized reading, and

literature-based reading instruction

Evaluation and record-keeping in a whole language approach

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. The

instructors will complement the investigation of whole language principles

with the modeling of whole language teaching strategies.

REQUIRED READINGS

Atwell, N. (1987).

In the Middle: Writing, Reading & Learning With

Adolescents.

Heinemann, ISBN 0-86709-163-0.

Booth, D., Swartz, L., & Zola, M.

Choosing Children's Books.

Pembroke, ISBN

0-921217-12-9

Hansen, J., Graves, D., & Newkirk, T.

Breaking Ground: Teachers Relate

Reading and Writing in the Elementary School.

Heinemann, ISBN 0-435-

0821 9-1.

Jaggar, Angela & Smith-Burke, M.T.

Observing the Language Learner.

IRA/NCTE ISBN 0-87207-890-6.

McCormick-Calkins, L. (1988).

The Art of Teaching Writing.

Heinemann,

ISBN 0-435-08246-9.

Meek, M. (1988). How Texts Teach What Readers Learn.

Thimble Press,

ISBN 0-903355-23-X.

Routman, R. (1988). Transitions: From Literature to Literacy.

Heinemann,

ISBN 0-435-08467-4.

Trelease, J.

The Read-Aloud Handbook..

Penguin, ISBN 014-046-727-0

Waterland, L. (1985). Read With Me: An Apprenticeship Approach to

Reading.

Thimble Press, ISBN 0-903355-175

Weaver, C. (1988). Reading Process and Practice: From Socio-Linguistics to

Whole Language.

Heinemann, ISBN 0-435-08444-5.

Wells, G.

The Meaning Makers.

Heinemann, ISBN 0-435-08247-7.

Throughout the course, the instructor will suggest related additional articles

and books.

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 professional journal

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IMON FRASER UNIVERSITY

FACULTY OF EDUCATION

in collaboration with

BURNABY AND LANGLEY SCHOOL DISTRICTS

will be offering an exciting new course

focusing on

The Theory and Implementation

WHOLE LANGUAGE: THEORY AND IMPLEMENTATION

Education 385/407

Instructors: ?

Pat Holborn, Sessional Instructor, SFU; U. Vic.

Meguido Zola, Associate Professor, SFU

Susan Montabello, Program Co-ordinator, SFU

Whole language in its essence goes beyond the simple delineation

of series of teaching strategies to describe a shift in the way in which

Sharon Rich, 1985

The purposes of this six-month integrated package are to help teachers

a)

understand the theoretical and research foundations on which the whole

language approach is based;

b)

articulate a personal philosophy of whole language;

c)

develop, implement and evaluate whole language strategies both in

language arts and theory and pedagogy of whole language strategies

both in language arts and throughout the classroom curriculum.

The package consists of a four-credit course in the theory and pedagogy of

whole language and a five-credit classroom-based implementation practicum.

These two components will be integrated into a six-month ongoing inservice

program consisting of coursework sessions, seminars, small-group support meetings,

peer observations and individual consultations with the inservice associate.

The instructional team will work together to ensure that coursework and

practicum activities are complementary.

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Education 385-3

explores the theoretical and research foundations

of whole language and critically examines current classroom practices

Students in this course will:

1.

understand the theoretical and research foundations of the

whole language approach;

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 and evaluating individual progress in a whole

language program;

4.

clarify personal beliefs about the teachers role in a whole

language program;

5.

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 practice.

During this course teachers will be expected to develop their own rationale for

whole language through readings, writing, and discussion.

Evaluation in this course

is based on the SFU grading system.

Education 407-5 is

an implementation practicum in which teachers

develop one or more aspects of the whole language approach in their

Students in this course will:

develop, implement and evaluate one or more whole

language projects designed around an area of interest;

2.

participate in self-evaluation and classroom program

evaluation with the support of the inservice associate;

3.

participate in peer observations and group support activities;

4.

attend and participate in regular seminars with the inservice

associate and course participants.

Activities in Education 407 will be aimed at helping teachers develop strategies

for continuing their professional development in whole language beyond the scope of

the course. Peer support and supervision, sharing of ideas and collaborative

problem-solving will be facilitated. The practicum is graded on a pass/withdraw

system.