ERIC Number: ED361669
Record Type: RIE
Publication Date: 1992
Developing a Whole Language Program for a Whole School.
This booklet outlines the basics of a schoolwide whole language program and describes the roles of teachers and the principal in it. Because there are legitimate differences among good programs, guidelines and suggestions are offered more often than definitive answers. The first four sections are entitled, respectively "Principles of Language Learning"; "Premises and Purposes of Whole Language Programs"; "Desirable Classroom Practices"; and "Whole Language Terminology." The final section, "Questions Teachers and Principals Must Answer," addresses the following topics: (1) How can a teacher modify an ordinary classroom to make it a favorable environment for whole language learning? (2) What reading and writing materials should be on hand? (3) Does a whole language program need a curriculum? (4) Should skills be taught in a whole language program? (5) How can children be grouped most effectively for whole language instruction? (6) How do teachers teach in a whole language program? and (7) What relationships and responsibilities do whole language teachers have to other teachers in their school? Six figures representing various aspects of whole language programs are included. (RS)
Descriptors: Administrator Role, Classroom Environment, Curriculum Development, Elementary Education, Grouping (Instructional Purposes), Instructional Materials, Program Descriptions, School Culture, Skill Development, Teacher Role, Theory Practice Relationship, Whole Language Approach
International Reading Association, 800 Barksdale Rd., P.O. Box 8139, Newark, DE 19714-8139 (Book No. 660: $3.50 members, $6 nonmembers).
Publication Type: Guides - Non-Classroom; Guides - Classroom - Teacher
Education Level: N/A
Audience: Administrators; Teachers; Practitioners
Sponsor: International Reading Association, Newark, DE.
Authoring Institution: Virginia State Reading Association.