S ?
.
SIMON FRASER UNIVERSITY
?
EDUCATION 385-4 ?
SPECIAL TOPICS: WHOLE LANGUAGE
Summer Session, 1990
?
Instructor: ?
J. Wells
(July 3- August 10)
Tuesday & Thursday
13:00 - 16:50
Location: MPX 8620
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:
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 - 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
S
?
.
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.
Wells, G.
The Meaning Makers.
Heinemann, ISBN 0-435-08247-7.
RECOMMENDED READINGS:
Booth, D., Swartz, L., & Zola, M. Choosing Childrens'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 0-435-08219-1.
?
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 Soclo -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
