IS SIMON FRASER UNIVERSITY
EDUCATION 385-4
SPECIAL TOPICS: WHOLE LANGUAGE
Fall Semester, 1990
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Instructor: ?
E. Rabinovitch
Mondays, 16:30 - 20:20
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Phone:
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291-3395
Location: MPX 7600
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)
PREQUISITE:
Education 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
Developing meaning through reading and writing - with special reference
to the emergent reading/writing process and literature-based reading
instruction.
Evaluation and record-keeping in a whole language approach
FORMAT ?
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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
Brownlie, F., Close, S., & Wingren, L.
Reaching for Higher Thought.
Arnold
Publishing Ltd., ISBN 0-919913-42-3.
Jaggar, Angela & Smith-Burke, M.T.
Observing the Language Learner.
IRAfl .
ICTE ISBN 0-87207-890-6.
McCormick-Calkins, L. (1988).
The Art of Teaching Writing.
Heinemann,
ISBN 0-435-08246-9.
RECOMMENDED 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 Childrens's Books. Pembroke,
ISBN 0-92121742-9
Hansen, J., Graves, D., & Newkirk, T.
Breaking Ground: Teachers Relate
Reading and Writing in the Elementary School.
Heinemann, ISBN 0-435-
08219-1.
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
Wells, G.
The Meaning Makers.
Heinemann, ISBN 0-435-08247-7.
Weaver, C. (1988). Reading Process and Practice: From Socio-Linguistics to
Whole Language.
Heinemann, ISBN 0-435-08444-5.
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
