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A useful framework for literature-based instruction is the curriculum related literature unit which provides a total resource for content area teaching. Such a unit could be based on the science curriculum, "Exploring the Solar System," and could be developed thematically through topics of space or the solar system. The teacher's initial step is to create a collaborative graphic plan or organizer for a satellite display synthesizing the students' prior knowledge, reading text, literature, and curriculum goals. This organizer or mapping becomes the key to the selection of books and planning of literature activities. A unit can be organized to include science, math, social studies, and language arts content through development of research reports, time lines, distance calculations, creative writing, and drama and art projects. Class activities and suggested books demonstrate how, in the music classroom, music appreciation and skills are taught and learned in this unit design in concert with the arts of language and other curriculum areas. Whether the point of departure in developing a teaching unit at any level is a specific subject, book title, or current interest, webbing the unit themes within all areas of language and learning emerges as a whole language approach in instructional concert, interweaving impressive and expressive language within the context of literature. (Twenty-eight references are attached.) (RS)

The Whole Language (WL) approach is sweeping across classrooms in the United States, bringing with it motivating and innovative ways to teach language arts skills to primary school children. With its emphasis on individual discovery, language as a social activity, and diverse "literacy events," the approach employs many techniques that are used in English-as-a-Second-Language (ESL) and English-as-a-Foreign-Language (EFL) classrooms every day without being called "whole language" activities, while also introducing some less familiar activities of value. In this paper, an explanation is given of the basic principles and practices of the WL approach. It also explores some possible applications of whole language practices to ESL and EFL classrooms, and shares a sampling of some whole language activities that have been successfully transplanted to the ESL classroom. Topics covered include the natural approach, integration of language arts, decoding strategies, immersion in literacy events, reading materials, classroom activities, individual learning styles, collaborative learning, student role, teacher role, assessment and adult education. (Contains 14 references.) (Author/CK)

A study was conducted to investigate the curricular experiences of the low achievers, including the quality of the programs they participated in and the congruence between their classroom and pullout programs. Three lower-middle-class first graders in the Pacific Northwest participated in the study: John spent the entire day in the classroom; Ginny was pulled out of the classroom 15 minutes daily to receive remedial help in reading comprehension in the Chapter 1 program; and Michael was pulled out of the classroom 25 minutes daily to receive help in reading comprehension and word attack from the special education teacher in a resource room setting. The reading programs implemented for each of the students were investigated primarily through classroom observation, informal conversations with teachers, summaries of journal entries, and children's written work. Portions of the core classroom program were judged to be of poor quality in both student responses and teacher-student interactions. It is likely that this negatively affected the achievement of the at-risk students. The experiences of Ginny and Michael in their respective pullout settings appear to be qualitatively different from their classroom experiences. Text difficulty was controlled by orthographic features rather than by meaning; instruction was teacher-directed rather than learner-controlled; materials were teacher-selected rather than student-selected; expected student responses differed; and student-teacher interactions were sustained longer. (Nineteen references are attached.) (MG)

The argument between advocates of the whole language approach and the phonics approach threatens to become so polarized and politicized that agreeing on a middle ground seems at times impossible, and the voices of reason and experience are drowned out. The debate erupted anew in California after alarming news stories about reading scores ranked the state's fourth graders next to last in reading proficiency among the 39 states participating--even though most informed observers agree that state-by-state comparisons of average scores mean little without taking into account the racial and economic status of the students. Critics of whole language claim that it allows some children to fall through the cracks, while the argument against phonics is that it is boring. As researchers debate the significance of the studies and test results, teachers are left hanging. Increasingly, researchers are finding better results from teachers who take a balanced approach, especially with children from disadvantaged backgrounds. Three different schools (inner-city and suburban public schools and two affiliated single-sex independent schools) in the Boston, Massachusetts area offer evidence that experienced teachers using a middle-of-the-road approach succeed in teaching beginners to read. Scholars have begun to call for consensus on the balanced approach. It is time for the debate to cool down and for advocates on both sides to recognize the wisdom of teaching "what works." (RS)

The argument between advocates of the whole language approach and the phonics approach threatens to become so polarized and politicized that agreeing on a middle ground seems at times impossible, and the voices of reason and experience are drowned out. The debate erupted anew in California after alarming news stories about reading scores ranked the state's fourth graders next to last in reading proficiency among the 39 states participating--even though most informed observers agree that state-by-state comparisons of average scores mean little without taking into account the racial and economic status of the students. Critics of whole language claim that it allows some children to fall through the cracks, while the argument against phonics is that it is boring. As researchers debate the significance of the studies and test results, teachers are left hanging. Increasingly, researchers are finding better results from teachers who take a balanced approach, especially with children from disadvantaged backgrounds. Three different schools (inner-city and suburban public schools and two affiliated single-sex independent schools) in the Boston, Massachusetts area offer evidence that experienced teachers using a middle-of-the-road approach succeed in teaching beginners to read. Scholars have begun to call for consensus on the balanced approach. It is time for the debate to cool down and for advocates on both sides to recognize the wisdom of teaching "what works." (RS)

The argument between advocates of the whole language approach and the phonics approach threatens to become so polarized and politicized that agreeing on a middle ground seems at times impossible, and the voices of reason and experience are drowned out. The debate erupted anew in California after alarming news stories about reading scores ranked the state's fourth graders next to last in reading proficiency among the 39 states participating--even though most informed observers agree that state-by-state comparisons of average scores mean little without taking into account the racial and economic status of the students. Critics of whole language claim that it allows some children to fall through the cracks, while the argument against phonics is that it is boring. As researchers debate the significance of the studies and test results, teachers are left hanging. Increasingly, researchers are finding better results from teachers who take a balanced approach, especially with children from disadvantaged backgrounds. Three different schools (inner-city and suburban public schools and two affiliated single-sex independent schools) in the Boston, Massachusetts area offer evidence that experienced teachers using a middle-of-the-road approach succeed in teaching beginners to read. Scholars have begun to call for consensus on the balanced approach. It is time for the debate to cool down and for advocates on both sides to recognize the wisdom of teaching "what works." (RS)

The argument between advocates of the whole language approach and the phonics approach threatens to become so polarized and politicized that agreeing on a middle ground seems at times impossible, and the voices of reason and experience are drowned out. The debate erupted anew in California after alarming news stories about reading scores ranked the state's fourth graders next to last in reading proficiency among the 39 states participating--even though most informed observers agree that state-by-state comparisons of average scores mean little without taking into account the racial and economic status of the students. Critics of whole language claim that it allows some children to fall through the cracks, while the argument against phonics is that it is boring. As researchers debate the significance of the studies and test results, teachers are left hanging. Increasingly, researchers are finding better results from teachers who take a balanced approach, especially with children from disadvantaged backgrounds. Three different schools (inner-city and suburban public schools and two affiliated single-sex independent schools) in the Boston, Massachusetts area offer evidence that experienced teachers using a middle-of-the-road approach succeed in teaching beginners to read. Scholars have begun to call for consensus on the balanced approach. It is time for the debate to cool down and for advocates on both sides to recognize the wisdom of teaching "what works." (RS)

The argument between advocates of the whole language approach and the phonics approach threatens to become so polarized and politicized that agreeing on a middle ground seems at times impossible, and the voices of reason and experience are drowned out. The debate erupted anew in California after alarming news stories about reading scores ranked the state's fourth graders next to last in reading proficiency among the 39 states participating--even though most informed observers agree that state-by-state comparisons of average scores mean little without taking into account the racial and economic status of the students. Critics of whole language claim that it allows some children to fall through the cracks, while the argument against phonics is that it is boring. As researchers debate the significance of the studies and test results, teachers are left hanging. Increasingly, researchers are finding better results from teachers who take a balanced approach, especially with children from disadvantaged backgrounds. Three different schools (inner-city and suburban public schools and two affiliated single-sex independent schools) in the Boston, Massachusetts area offer evidence that experienced teachers using a middle-of-the-road approach succeed in teaching beginners to read. Scholars have begun to call for consensus on the balanced approach. It is time for the debate to cool down and for advocates on both sides to recognize the wisdom of teaching "what works." (RS)

The argument between advocates of the whole language approach and the phonics approach threatens to become so polarized and politicized that agreeing on a middle ground seems at times impossible, and the voices of reason and experience are drowned out. The debate erupted anew in California after alarming news stories about reading scores ranked the state's fourth graders next to last in reading proficiency among the 39 states participating--even though most informed observers agree that state-by-state comparisons of average scores mean little without taking into account the racial and economic status of the students. Critics of whole language claim that it allows some children to fall through the cracks, while the argument against phonics is that it is boring. As researchers debate the significance of the studies and test results, teachers are left hanging. Increasingly, researchers are finding better results from teachers who take a balanced approach, especially with children from disadvantaged backgrounds. Three different schools (inner-city and suburban public schools and two affiliated single-sex independent schools) in the Boston, Massachusetts area offer evidence that experienced teachers using a middle-of-the-road approach succeed in teaching beginners to read. Scholars have begun to call for consensus on the balanced approach. It is time for the debate to cool down and for advocates on both sides to recognize the wisdom of teaching "what works." (RS)

The argument between advocates of the whole language approach and the phonics approach threatens to become so polarized and politicized that agreeing on a middle ground seems at times impossible, and the voices of reason and experience are drowned out. The debate erupted anew in California after alarming news stories about reading scores ranked the state's fourth graders next to last in reading proficiency among the 39 states participating--even though most informed observers agree that state-by-state comparisons of average scores mean little without taking into account the racial and economic status of the students. Critics of whole language claim that it allows some children to fall through the cracks, while the argument against phonics is that it is boring. As researchers debate the significance of the studies and test results, teachers are left hanging. Increasingly, researchers are finding better results from teachers who take a balanced approach, especially with children from disadvantaged backgrounds. Three different schools (inner-city and suburban public schools and two affiliated single-sex independent schools) in the Boston, Massachusetts area offer evidence that experienced teachers using a middle-of-the-road approach succeed in teaching beginners to read. Scholars have begun to call for consensus on the balanced approach. It is time for the debate to cool down and for advocates on both sides to recognize the wisdom of teaching "what works." (RS)

The argument between advocates of the whole language approach and the phonics approach threatens to become so polarized and politicized that agreeing on a middle ground seems at times impossible, and the voices of reason and experience are drowned out. The debate erupted anew in California after alarming news stories about reading scores ranked the state's fourth graders next to last in reading proficiency among the 39 states participating--even though most informed observers agree that state-by-state comparisons of average scores mean little without taking into account the racial and economic status of the students. Critics of whole language claim that it allows some children to fall through the cracks, while the argument against phonics is that it is boring. As researchers debate the significance of the studies and test results, teachers are left hanging. Increasingly, researchers are finding better results from teachers who take a balanced approach, especially with children from disadvantaged backgrounds. Three different schools (inner-city and suburban public schools and two affiliated single-sex independent schools) in the Boston, Massachusetts area offer evidence that experienced teachers using a middle-of-the-road approach succeed in teaching beginners to read. Scholars have begun to call for consensus on the balanced approach. It is time for the debate to cool down and for advocates on both sides to recognize the wisdom of teaching "what works." (RS)

Holistic approaches to the teaching of reading and writing, most notably the Whole Language movement, reject the philosophy that language skills can be taught. Instead, holistic teachers emphasize process, and they structure the students' classroom activities to be rich in language experience. Computers can be used as tools for whole language experiences in reading and writing, based on principles of holistic language instruction. Classroom reading should center on children's literature rather than basal stories, and software of popular children's literature is available. Teacher feedback for writing should be provided during, not after, the writing process. For this, computer-based revision and editing programs are available for a wide variety of word processing software, giving feedback on grammar, usage, style, and organization. The transition from oral language to print should be as natural as possible, favoring guided language experience over direct instruction in subskills. Several computer programs allow children to create their own stories on the computer, then read the stories back to the children using voice synthesis. Writing should culminate in publishing in order for children to develop a sense of authorship. Desktop publishing is a key computer-based application for developing this sense of authorship in children. These are only a few of the ways in which computers can be used in the whole language classroom. (A bibliography of information on computers and whole language, and a list of educational software are appended.) (MM)

Considering the debate in reading instruction between whole language and phonics, this paper suggests personalizing the teaching of reading using both methods of reading instruction. It gives two examples of how personalized units of reading instruction were used. The paper suggests giving pupils ample opportunities to choose and read a library book of personal choice. Suggesting the use of "Big Books" to be read and discussed together in the classroom, it lists 5 features that make for personalized reading with the Big Book approach. The paper lists 5 ways that the basal reading approach may become more personalized for pupils. Next, it mentions 5 things teachers need to consider when dealing with one-on-one instruction in the classroom. The paper concludes that pupils need to become good readers so that a wholesome self-concept may evolve and utilitarian needs are met through reading proficiently in school and in society. (SC)

This book brings together whole language and critical pedagogy, reading each in terms of the other and providing a new and politically valuable synthesis of the two. A related aim of this volume is to bring together the community of whole language educators with educators who identify themselves with racial, ethnic, and other groups historically positioned as "minorities." The book thus develops a rich interrogation of whole language education from multiple perspectives. After a foreword by Bess Altwerger and Elizabeth R. Saavedra, essays in the book are: "On Critical Whole Language Practice: Why, What, and a Bit of How" (Carole Edelsky); "Understanding and Transforming the Meaning of Our Lives through Poetry, Biographies, and Songs" (Cecilia M. Espinosa and Karen J. Moore);"Exchanging Ideas and Changing Positions: The Importance of Conversation to Holistic, Critical Endeavors" (Marie Elaine Boozer, Lisa Burley Maras, and Bill Brummett); "'Si Se Puede!' Teaching for Transformation" (Rebeca Garcia-Gonzalez, Pilar Mejia, and Winnie J. Porter); "Critical Literacy in a Fourth-Grade Classroom" (Maria Sweeney); "Teaching without Charisma: Involving Third Graders as Co-investigators of Their Inner-City Neighborhood" (Paul Skilton-Sylvester); "A Conversation about Critical Literacy" (James Albright, Susan M. Church, Sue Settle, and Vivian Vasquez); "The Quality of the Question: Probing Culture in Literature-Discussion Groups" (Cynthia Lewis); "Third Class Is More Than a Cruise-Ship Ticket" (Beverly Busching and Betty Slesinger); "Critical Literacy: Teaching Reading, Writing, and Outrage" (Linda M. Christensen); "Schooling for Gangs: When School Oppression Contributes to Gang Formations" (Ramon A. Serrano); "Probing the Invisible Life of Schools" (Bill Bigelow); "Stories of a Liberatory Pedagogy" (Rebecca Jarvis); "Leadership as Critical Practice: A Work-in-Progress" (Susan M. Church); "Transformative Learning through a Study Group" (Elizabeth R. Saavedra); "Literacy Education as a Site for Social Justice: What Do Our Practices Do?" (Barbara Comber and Helen Nixon). (EF)

This paper examines the media and political landscapes within which "whole language" is currently constituted in Australia. Through surveying the themes and rhetoric deployed in media texts over recent years, we consider how "whole language" has been taken up as part of a wider media campaign around education generally. We consider how this campaign has been instrumental in constructing a moral panic around literacy education in particular. We begin with an overview of how the literacy standards of Australia's young people compare on international measures with young people elsewhere. We consider how the media has bundled these with populist concerns about literacy pedagogy and other educational issues to create a sense of national crisis about education. We argue that the sociological concept of "moral panic" provides a useful and systematic theoretical framework for reading these discursive tactics of the media. Finally, we examine how a National Inquiry into literacy responded to this panic by reinscribing a familiar--and unhelpful--binary between "whole language" and phonics-based instruction. In the title and in the body of the paper we keep "whole language" in quotation marks to remind the readers that use of the term in the media texts that are analysed differs widely from its usage by literacy specialists. (Contains 25 notes.)

This paper reports the findings of a comparative case study designed to describe how the implementation of whole language, an educational philosophy influencing many of today's elementary schools, evolved in four school libraries in Virginia. The study examined the impact of whole language in terms of its effect on the library program and the librarian. The study also sought to understand the change agent role each librarian played during implementation of the philosophy. Specifically, the following questions were addressed: (1) What changes occurred in the knowledge, perceptions, practices, and beliefs of the librarians? (2) What changes did the librarians make in the library programs as a result of whole language? (3) What roles did the school librarians play during the implementation of whole language? and (4) How did the librarians feel about the whole language philosophy and its impact on the library program? Data collection techniques included participant observation; interviews with librarians, principals, and teachers; and examination of relevant documents. Findings indicated that the level of success each librarian experienced varied and was dependent on the culture of the school, principal support, the librarian's knowledge and interpersonal skills, the librarian's reaction to district level changes, and time. Recommendations are provided for practicing school librarians and library school educators. (Contains 31 references.) (Author/MES)

This paper reports the findings of a comparative case study designed to describe how the implementation of whole language, an educational philosophy influencing many of today's elementary schools, evolved in four school libraries in Virginia. The study examined the impact of whole language in terms of its effect on the library program and the librarian. The study also sought to understand the change agent role each librarian played during implementation of the philosophy. Specifically, the following questions were addressed: (1) What changes occurred in the knowledge, perceptions, practices, and beliefs of the librarians? (2) What changes did the librarians make in the library programs as a result of whole language? (3) What roles did the school librarians play during the implementation of whole language? and (4) How did the librarians feel about the whole language philosophy and its impact on the library program? Data collection techniques included participant observation; interviews with librarians, principals, and teachers; and examination of relevant documents. Findings indicated that the level of success each librarian experienced varied and was dependent on the culture of the school, principal support, the librarian's knowledge and interpersonal skills, the librarian's reaction to district level changes, and time. Recommendations are provided for practicing school librarians and library school educators. (Contains 31 references.) (Author/MES)

This paper reports the findings of a comparative case study designed to describe how the implementation of whole language, an educational philosophy influencing many of today's elementary schools, evolved in four school libraries in Virginia. The study examined the impact of whole language in terms of its effect on the library program and the librarian. The study also sought to understand the change agent role each librarian played during implementation of the philosophy. Specifically, the following questions were addressed: (1) What changes occurred in the knowledge, perceptions, practices, and beliefs of the librarians? (2) What changes did the librarians make in the library programs as a result of whole language? (3) What roles did the school librarians play during the implementation of whole language? and (4) How did the librarians feel about the whole language philosophy and its impact on the library program? Data collection techniques included participant observation; interviews with librarians, principals, and teachers; and examination of relevant documents. Findings indicated that the level of success each librarian experienced varied and was dependent on the culture of the school, principal support, the librarian's knowledge and interpersonal skills, the librarian's reaction to district level changes, and time. Recommendations are provided for practicing school librarians and library school educators. (Contains 31 references.) (Author/MES)

vii, 549 pages ; 21 cm

vii, 549 pages ; 21 cm

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For further lectures and videos, or to support this work please become a Patron: Patreon - https://www.patreon.com/user?u=4062330 https://martyleeds33.com - - - - - - - - 𝙎𝙤𝙪𝙧𝙘𝙚: https://youtu.be/fPfG0mTp7ZA 𝙍𝙚𝙨𝙚𝙖𝙧𝙘𝙝 𝘼𝙪𝙙𝙞𝙤 + 𝙋𝘿𝙁𝙨: https:/tiny.cc/PDFdump 𝙈𝙖𝙧𝙩𝙮 𝙇𝙚𝙚𝙙𝙨 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩: https://youtube.com/playlist?list=PLQdiHk246wHuVNBV3801-Yw9UKdYC2LKf - - - - - - - "Introduction to English Gematria" (2016) 👁️  https://archive.org/details/EnglishGematria "Flat Earth, the Mathematics of the Human Body, English Gematria, & the New World Order" (2016) 👁️ https://archive.org/details/FlatEarthGematriaNWO "Flat Earth: The Ultimate Litmus Test" (2016) 🌎 https://archive.org/details/UltimateLitmusTest "We Need to Talk About Flat Earth" (2017) 🌎  https://archive.org/details/WeNeedToTalkAboutFlatEarth "Dear  Wolfgang | Revisiting Sandy Hook" (2017) 🚸 https://archive.org/details/DearWolfgang-RevisitingSandyHook "#Pizzagate: A Primer" (2017) 🍕 https://archive.org/details/Pizzagate-Primer "De-Occulting the Las Vegas Shooting" (2017) 👁️ https://archive.org/details/DeOcculting-LasVegasShooting "De-Occulting Elon Musk" (2018) 👁️ https://archive.org/details/DeOcculting-ElonMusk "The Oddities of the Gregorian Calendar" (2018) 👁️ https://archive.org/details/GregorianCalendarOddities "The Whole Earth Was of One Language" (2018) 👁️ https://archive.org/details/EarthOneLanguageOneSpeech "The End Game" (2018) 👁️ https://archive.org/details/MartyLeedsEndGame "The Mathematics of John 14:6 & the Number 322" (2018) 👁️ https://archive.org/details/Mathematics322John14-6 "Donald Trump, '7/11-Gate', & Political Zionism" (2018) 👁️ https://archive.org/details/DonaldTrump-PoliticalZionism "The United States of Israel | AIPAC​" (2018) 🇺🇸🇮🇱 https://archive.org/details/WeNeedToTalkAboutTheJews "I'm Not White, I'm Jewish" (2018) ✡️ https://archive.org/details/WeNeedToTalkAboutTheJews "We Need To Talk About The Jews" (2018) ✡️ https://archive.org/details/WeNeedToTalkAboutTheJews "Am I an Anti-Semite?" (2018) ✡️ https://archive.org/details/AmIAntiSemite - - - - - - - - 9 / 1 1 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHvzNqJ-epf16bcuDvcWDsP9 𝘾𝙚𝙣𝙩𝙧𝙚 𝙋𝙡𝙖𝙘𝙚 𝙇𝙚𝙘𝙩𝙪𝙧𝙚𝙨 ( 𝘽𝙞𝙗𝙡𝙞𝙘𝙖𝙡 𝙎𝙩𝙪𝙙𝙞𝙚𝙨 ) 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩: https://youtube.com/playlist?list=PLQdiHk246wHt4c0BUZHu7IaJiaedEGv15 𝘾 𝙚𝙡𝙚𝙨𝙩𝙞𝙖𝙡 𝘽𝙤𝙙𝙞𝙚𝙨 / 𝙇𝙪𝙢𝙞𝙣𝙖𝙧𝙞𝙚𝙨 / 𝙋𝙡𝙖𝙣𝙚𝙩𝙨 / 𝙎𝙩𝙖𝙧𝙨 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHviCh_xs7DN_mf1QSwzdF3Q 𝘾𝙂𝙄 & 𝙑𝙞𝙨𝙪𝙖𝙡 𝙀𝙛𝙛𝙚𝙘𝙩𝙨 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHuN96dW092fQU0RvQbVf8M2 𝘾𝙊𝙑𝙄𝘿 -19 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHu_cA-WqhkMPIgETY80IMEk 𝘾𝙝𝙞𝙡𝙙 𝘼𝙗𝙪𝙨𝙚 / 𝙃𝙪𝙢𝙖𝙣 𝙏𝙧𝙖𝙛𝙛𝙞𝙘𝙠𝙞𝙣𝙜 / 𝙍𝙞𝙩𝙪𝙖𝙡 𝘼𝙗𝙪𝙨𝙚 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHtR5NqldSV43q4a-89namWt 𝘿𝙖𝙧𝙬𝙞𝙣𝙞𝙨𝙢 / 𝘿𝙞𝙣𝙤𝙨𝙖𝙪𝙧𝙨 / 𝙀𝙪𝙜𝙚𝙣𝙞𝙘𝙨 / 𝙀𝙫𝙤𝙡𝙪𝙩𝙞𝙤𝙣 / 𝙂𝙚𝙤𝙡𝙤𝙜𝙮 / 𝙋𝙖𝙡𝙖𝙚𝙤𝙣𝙩𝙤𝙡𝙤𝙜𝙮 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHty5D-dR6nmMkaf3uqT5Ccm 𝙁𝙡𝙖𝙩 𝙀𝙖𝙧𝙩𝙝 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHtLgxjvnb9xc15c45bDqJwf 𝙁 𝙧𝙚𝙚𝙢𝙖𝙨𝙤𝙣𝙧𝙮 / 𝙄𝙡𝙡𝙪𝙢𝙞𝙣𝙖𝙩𝙞 / 𝙎𝙚𝙘𝙧𝙚𝙩 𝙎𝙤𝙘𝙞𝙚𝙩𝙞𝙚𝙨 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHvjFtrKbyN0fkDh2tQubPwH 𝙂𝙚𝙤𝙚𝙣𝙜𝙞𝙣𝙚𝙚𝙧𝙞𝙣𝙜 ( 𝘾𝙡𝙞𝙢𝙖𝙩𝙚 𝘾𝙝𝙖𝙣𝙜𝙚 ) 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHt1hVbDxgsHduvukBVigl6u 𝙂𝙚𝙤𝙢𝙚𝙩𝙧𝙮 & 𝙈𝙖𝙩𝙝𝙚𝙢𝙖𝙩𝙞𝙘𝙨 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHt4X80lLgGrL4-OyWSIu9CP 𝙃𝙚𝙖𝙡𝙩𝙝 & 𝙒𝙚𝙡𝙡𝙗𝙚𝙞𝙣𝙜 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHurz6sjv-uK6oit2lvuADDC 𝙃𝙞𝙨𝙩𝙤𝙧𝙮 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHtb9Zlafs15J7v1fmZys5BF 𝙃𝙄𝙑 / 𝘼𝙄𝘿𝙎 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHvSjbdAuIYZWWhK8WpAAw7w 𝙃𝙤𝙡𝙡𝙮𝙬𝙤𝙤𝙙 / 𝙈𝙪𝙨𝙞𝙘 𝙄𝙣𝙙𝙪𝙨𝙩𝙧𝙮 / 𝙈𝙖𝙞𝙣𝙨𝙩𝙧𝙚𝙖𝙢 & 𝙎𝙤𝙘𝙞𝙖𝙡 𝙈𝙚𝙙𝙞𝙖 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHsaQJ-8EcWHWgpNhbBqi5jM 𝙅𝙚𝙨𝙪𝙞𝙩𝙨 ( 𝙎𝙤𝙘𝙞𝙚𝙩𝙮 𝙤𝙛 𝙅𝙚𝙨𝙪𝙨 ) 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHsRz2Bw_B642XTf-22LHGCV 𝙉𝘼𝙎𝘼 & 𝘾𝙤. 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHtb3L19NlRpwH3UFf-mmuOg 𝙍𝙚𝙖𝙡𝙞𝙩𝙮 𝘾𝙝𝙚𝙘𝙠 ( 𝙋𝙚𝙧𝙨𝙥𝙚𝙘𝙩𝙞𝙫𝙚 ) 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHv-ZReEJDv_9dLOLQOwughq 𝙍𝙚𝙡𝙞𝙜𝙞𝙤𝙣 / 𝙏𝙝𝙚𝙤𝙡𝙤𝙜𝙮 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHtvo0YoF7zwDLZYxUkC2lyn ' 𝙎𝙚𝙘𝙧𝙚𝙩𝙨 𝙄𝙣 𝙋𝙡𝙖𝙞𝙣 𝙎𝙞𝙜𝙝𝙩 ' 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHujBQown4BVcDxQtXZz-VRL 𝙎𝙥𝙤𝙩𝙩𝙚𝙙: 𝙂𝙚𝙤𝙚𝙣𝙜𝙞𝙣𝙚𝙚𝙧𝙞𝙣𝙜 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHtQl39GQ7XOzu8jogtcEJz6 ' 𝙎𝙪𝙧𝙫𝙞𝙫𝙤𝙧𝙨 𝙤𝙛 𝘼𝙩𝙡𝙖𝙣𝙩𝙞𝙨 ' 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩 : https://youtube.com/playlist?list=PLQdiHk246wHtdN1bQeuJVLmJcj4FbQ_QG 𝙏𝙝𝙚 𝙎𝙮𝙢𝙥𝙤𝙨𝙞𝙪𝙢 𝙖𝙗𝙤𝙪𝙩 𝙎𝙘𝙞𝙚𝙣𝙩𝙞𝙛𝙞𝙘 𝙁𝙧𝙚𝙚𝙙𝙤𝙢 𝙋𝙡𝙖𝙮𝙡𝙞𝙨𝙩: https://youtube.com/playlist?list=PLQdiHk246wHtqLNOFsR_SPFwQHEHvjGrf - - - - - - - - 𝙑𝙞𝙙𝙚𝙤 𝙡𝙞𝙣𝙠𝙨 & 𝙢𝙤𝙧𝙚: https://archive.org/details/VideoLinks

This book is based on the belief that learners who are making meaning draw simultaneously on different dimensions of knowing--different forms of expression, different kinds of ideas, and different cultural frameworks. When honored and recognized in the classroom these differences create a richer way to explore the path to knowledge, according to the book. By stressing that literacy develops across sign systems that can include art, music, and movement, in addition to language, the book encourages "artful" teaching and learning. It argues, in fact, that those most challenged by traditional curriculum will find with this approach the encouragement to shine. The book begins by explaining why inquiry and multiple ways of knowing should be central to literacy and learning, and shows how to build such a curriculum. It next offers theory-into-practice techniques, insight into how such a curriculum actually worked on a day-to-day basis, suggestions on how educators can better support and understand their students, and, finally, insights the authors gained by undertaking this inquiry. The curriculum approach in the book offers educators the tools necessary to help learners develop wide-ranging sensibilities that enable them to think and communicate in complex ways, to make sense of multiple perspectives, to continually revise their personal identities and theories of the world, and to positively shape their lives and communities. Two appendixes suggest creative ideas to use in the classroom and a third presents a 60-item bibliography of sources for further study. (NKA)

ix, 323 pages : 28 cm

ix, 323 pages : 28 cm

ix, 323 pages : 28 cm

ix, 323 pages : 28 cm

Book digitized by Google from the library of the University of Michigan and uploaded to the Internet Archive by user tpb.

Poems for young ladies. In three parts. Devotional, moral, and entertaining. The whole being a collection of the best pieces in our language. By Dr. Goldsmith, ... 1770.. Digitized from IA40310301-58 . Previous issue: bim_eighteenth-century_poems-for-young-ladies-_1785 . Next issue: bim_eighteenth-century_poems-divine-and-moral-_wilkins-thomas_1779 .

A system of theology revealed from God by the angels in the British language. Wherein is disclosed the mysteries of the holy scriptures, and the true fundamentals of religion, being a lesson to the whole world. ... By Robert Browne. ... 1728.. Digitized from IA40313617-05 . Previous issue: bim_eighteenth-century_the-case-stated-between-_manning-robert_1721_2 .

A system of theology revealed from God by the angels in the British language. Wherein is disclosed the mysteries of the holy scriptures, and the true fundamentals of religion, being a lesson to the whole world. ... By Robert Browne. ... 1728.. Digitized from IA40313617-05 . Previous issue: bim_eighteenth-century_the-case-stated-between-_manning-robert_1721_2 .

A system of theology revealed from God by the angels in the British language. Wherein is disclosed the mysteries of the holy scriptures, and the true fundamentals of religion, being a lesson to the whole world. ... By Robert Browne. ... 1728.. Digitized from IA40313617-05 . Previous issue: bim_eighteenth-century_the-case-stated-between-_manning-robert_1721_2 .

A study underscored the potential of whole language philosophy as a framework for secondary English teachers and students as they move away from strictly traditional methods. Research methods included case study, grounded theory, and qualitative inquiry. Participants included 2 veteran teachers who taught in a predominantly white, suburban high school which housed 1,000 students in grades 7 and 12. Data collection spanned 1 year and included interviews with the teachers, anecdotal field notes, lesson plans, assignments, student work samples, and teacher learning logs. By the end of the second semester, one teacher who taught 7th and 11th graders regretted having stalled in using dialogue journals. Though she had primarily held to traditional ways of insisting upon required readings of common texts, she had found students read more willingly and more carefully when engaged in dialogue journal activities which enabled them to verbalize opinions in writing and then share ideas with peers. The other teacher, who taught 8th and 12th graders, introduced dialogue journals differently: she used three forms of dialogue journals and quickly recognized the potential for students to grapple with words and ideas. The teachers approached change warily, yet found the results edifying. The students reacted strongly to restraints imposed by required readings and study guide questions; they much preferred the freedoms of selecting their own reading, exploring their own ideas, and consulting with one another to construct meaning. (Contains 20 references.) (RS)

A study underscored the potential of whole language philosophy as a framework for secondary English teachers and students as they move away from strictly traditional methods. Research methods included case study, grounded theory, and qualitative inquiry. Participants included 2 veteran teachers who taught in a predominantly white, suburban high school which housed 1,000 students in grades 7 and 12. Data collection spanned 1 year and included interviews with the teachers, anecdotal field notes, lesson plans, assignments, student work samples, and teacher learning logs. By the end of the second semester, one teacher who taught 7th and 11th graders regretted having stalled in using dialogue journals. Though she had primarily held to traditional ways of insisting upon required readings of common texts, she had found students read more willingly and more carefully when engaged in dialogue journal activities which enabled them to verbalize opinions in writing and then share ideas with peers. The other teacher, who taught 8th and 12th graders, introduced dialogue journals differently: she used three forms of dialogue journals and quickly recognized the potential for students to grapple with words and ideas. The teachers approached change warily, yet found the results edifying. The students reacted strongly to restraints imposed by required readings and study guide questions; they much preferred the freedoms of selecting their own reading, exploring their own ideas, and consulting with one another to construct meaning. (Contains 20 references.) (RS)

This booklet provides strategies for implementing whole-language reading and writing in classroom and tutorial settings for at-risk learners, with a focus on migrant students. The whole-language approach integrates reading, writing, listening, and speaking into language arts, social studies, science, and other content areas. Within an environment that fosters support and encourages risk-taking, this approach allows the student adequate time to engage in reading and writing experiences. The first section discusses the processes and conditions of literacy learning in relation to whole-language implementation and second language learners, including migrant children. The second section addresses elements of a whole language program and provides examples of classroom implementation. Suggestions are also given for English-as-a-Second-Language (ESL) students in developing language through content-area activities. The third section discusses qualities of good writing and provides strategies for engaging students in writing and evaluating their writing. Relevant to migrant children, it stresses integrating ESL reading and writing through a dialogue journal, parent involvement, and setting up "publishing" programs. The fourth section addresses whole-language evaluation, by focusing on the learning process as well as on the resulting product. This is accomplished through on-going teacher observations, conferencing, anecdotal records, and examples of children's writings. Examples of evaluation methods are provided. Also included are suggested readings for ESL and other at-risk learners and a whole-language literacy bibliography. (LP)

This booklet provides strategies for implementing whole-language reading and writing in classroom and tutorial settings for at-risk learners, with a focus on migrant students. The whole-language approach integrates reading, writing, listening, and speaking into language arts, social studies, science, and other content areas. Within an environment that fosters support and encourages risk-taking, this approach allows the student adequate time to engage in reading and writing experiences. The first section discusses the processes and conditions of literacy learning in relation to whole-language implementation and second language learners, including migrant children. The second section addresses elements of a whole language program and provides examples of classroom implementation. Suggestions are also given for English-as-a-Second-Language (ESL) students in developing language through content-area activities. The third section discusses qualities of good writing and provides strategies for engaging students in writing and evaluating their writing. Relevant to migrant children, it stresses integrating ESL reading and writing through a dialogue journal, parent involvement, and setting up "publishing" programs. The fourth section addresses whole-language evaluation, by focusing on the learning process as well as on the resulting product. This is accomplished through on-going teacher observations, conferencing, anecdotal records, and examples of children's writings. Examples of evaluation methods are provided. Also included are suggested readings for ESL and other at-risk learners and a whole-language literacy bibliography. (LP)

This booklet provides strategies for implementing whole-language reading and writing in classroom and tutorial settings for at-risk learners, with a focus on migrant students. The whole-language approach integrates reading, writing, listening, and speaking into language arts, social studies, science, and other content areas. Within an environment that fosters support and encourages risk-taking, this approach allows the student adequate time to engage in reading and writing experiences. The first section discusses the processes and conditions of literacy learning in relation to whole-language implementation and second language learners, including migrant children. The second section addresses elements of a whole language program and provides examples of classroom implementation. Suggestions are also given for English-as-a-Second-Language (ESL) students in developing language through content-area activities. The third section discusses qualities of good writing and provides strategies for engaging students in writing and evaluating their writing. Relevant to migrant children, it stresses integrating ESL reading and writing through a dialogue journal, parent involvement, and setting up "publishing" programs. The fourth section addresses whole-language evaluation, by focusing on the learning process as well as on the resulting product. This is accomplished through on-going teacher observations, conferencing, anecdotal records, and examples of children's writings. Examples of evaluation methods are provided. Also included are suggested readings for ESL and other at-risk learners and a whole-language literacy bibliography. (LP)

A mother's cry sounds the same in every language. Missing your kid, parent, or sibling is understood in every language. It needs no explanation or translation. This crisis is global and affects everyone. The whole world understands that we all need to unite in every country and https://t.co/iKnL0Z4uwL

48 pages : 28 cm

48 pages : 28 cm

A study focused on families whose children were successful but not exceptional students in kindergarten. Subjects were eight parents (all mothers) whose children had been enrolled the previous year in a kindergarten program that maintained a whole language curricular orientation. The children (four girls and four boys) were highly successful in kindergarten though none had been deemed exceptional in the progress they made in learning to read and write by the teacher, parent, or third-party observers who were part of the research team. Parents were interviewed during the two months immediately following the children's completion of kindergarten. The parents were asked a set of questions concerning their approach to literacy learning and their satisfaction with the kindergarten's holistic curriculum. Interview results indicated several home-based literacy activities including the following: reading aloud; taking dictation from child; developing interest in words, through games, etc.; writing; and providing an informal and functional literate environment. Two conclusions were drawn from the study: (1) the home literacy activities described are similar to those described in that work and tend to validate the conclusions derived from previous work; and (2) the literacy activities in the home were highly congruent with those found in the whole language kindergarten. (MG)

The Whole Language Pilot Project in Tennessee was designed to respect teachers' judgments, to assume that their current practices are effective given the circumstances in which they work, and to offer whole language principles and practices as alternatives for teachers' consideration. The major vehicle for helping teachers understand whole language possibilities was a series of monthly teleconferences broadcast over satellite television during the 1989-90 school year. Participation in the pilot project was voluntary, and 40 schools chose to sign on as pilot schools. Faculties from other schools also viewed the broadcasts, bringing the total number of educators participating in the year-long project to over 1,300. The project's approach concerning basals was to help teachers conceptualize a continuum of possible uses for their basals, then to encourage them to reflect on the outcomes they desire and to select from possible uses based on what they wish to accomplish. The project suggested to teachers that there are many advantages to moving in the direction of using more flexible (rather than structured) classroom time and a wide variety of options for grouping children. The project offered teachers a broadened perspective on skills instruction and evaluation that attempted to balance principles of whole language with concerns for skill mastery. A continuum of strategies (incidental teaching, unit teaching, strategic teaching and direct teaching) was presented to teachers. Teachers were encouraged to make active decisions based on their best professional judgment about what was taught, when, and how. Treating whole language learning among professional educators as a transaction rather than as a one-way transmission reduces the chances of placing teachers between a rock and a hard place. (RS)

A study examined the reactions and responses of new and veteran teachers throughout a full semester graduate in-service course which introduced whole language theory through experiential learning. The 30 K-8 teachers in the course came from 7 schools of a large inner-city school district where 70% of the students lived below the poverty level. Two-thirds of the teachers were African-American or Hispanic. The class environment revolved around variability, variety, choice, flexibility, and multicultural awareness. Data included teacher learning logs, an "examination" which solicited what teachers understood and liked or did not understand or like about whole language, application projects, and classroom visits after the course ended. The teachers came to trust the class, each other, and themselves as they experienced a range of writing tasks and shared their difficulties in analyzing the journal articles which they read. They expressed an excitement about learning, sharing, and grappling with issues and they underwent a series of reactions to interactive and cooperative learning methods. All attempted some whole language activities with their classes and reflected upon the strengths and weaknesses of whole language. Findings suggest the need for more: avenues of professional collaboration for teachers to discuss professional issues; integrated and interactive activities for teachers to learn through experience and with one another; and opportunities for teachers to engage in spiral learning in conjunction with practice. (RS)

A study reviewed the effects of the whole language movement. Two forms of analysis were used: meta-analysis, and a simple "vote-counting" procedure. Quantitative studies that compared a whole language and a traditional (or basal reading) approach, published between 1988 and 1993, were selected for analysis. A total of 45 studies were identified, but statistical tests were not conducted since only 14 of the studies reported numerical data. Results indicated that: (1) goals of research shifted from achievement to attitude; (2) researchers used several different types of reading comprehension measures; (3) a number of studies used a variety of isolated word measures, another group of studies examined the effects of whole language on decoding measures; (4) the usefulness of whole language instruction seems well established; (5) no significant effects were found on attitude measures; (6) younger students tended to focus on reading as decoding, and older readers defined reading as meaning-making; and (7) Reading Recovery, literature discussion groups, and supplemental literature programs are similar to whole language but differ in one or more significant respects. Findings suggest that: whole language approach has a small positive effect on reading comprehension; explicit phonics instruction might not be out of place in a whole language program; an emphasis on challenging students to read and learn from more complex materials is important; open-ended tasks should be emulated in all reading classes; and the use of quality literature is important. (Contains 106 references.) (RS)

Through an in-depth interview, a study investigated teachers' beliefs and understandings about language learning. Subjects were nine elementary school teachers from a suburban midwest school district where a whole language philosophy was beginning to become infused in the curriculum. Subjects were selected for participation based on the teachers' degree of involvement/experience in whole language instruction (MUCH, SOME, LITTLE) as determined by self report by the teacher, reports from administration, and documented training and participation in whole language. Interviews were transcribed and coded. Results indicated that: (1) the MUCH group talked about the teacher as facilitator, while the LITTLE group talked about the teacher as a director of the learning environment; (2) the MUCH group discussed instructional practices as embedded in the whole, where students as readers/writers became members of the literacy club; (3) the LITTLE group discussed instructional activities that often focused on the skills needed by students as determined by the teacher; (4) the LITTLE group saw themselves as second-hand diagnosticians, while the MUCH group viewed assessment as an interactive process where the teacher highlights the literacy development of the child; (5) the LITTLE group offered simplistic definitions of whole language, while the MUCH group included in their definition, terms such as ownership, making connections, and facilitating natural learning; and (6) the SOME group expressed diverse opinions on all aspects of whole language. Findings suggest that the beliefs of the teachers fell into a continuum that could be considered a gauge of their understanding and beliefs about whole language. (Contains 19 references.) (RS)

The approach taken by one school district to English-as-a-Second-Language instruction, using the whole language approach and simple children's literature, is described. It was determined that the whole language approach would challenge teachers to rethink how children come to know language and literacy and cause teachers to construct new beliefs about teaching and learning. Over 300 teachers were: trained in classroom strategies to try; asked to critically analyze instructional outcomes for this population, addressing social/affective, cognitive/academic, linguistic, and metacognitive areas; asked to implement the strategies; and provided with constructive feedback. The instructional sequence taught to teachers involved five steps: (1) recording information about students' prior knowledge and experiences as they might relate to the story to be used; (2) presenting the story in comprehensible fashion, including deliberate use of helpful voice inflection and pitch, guided questioning, and repeated key words and phrases; (3) pointing out the story's structure; (4) identifying key vocabulary, based on recall of the story; and (5) reconstructing the story orally with the children. The five-step format was found useful in challenging and restructuring teachers' beliefs about language and literacy learning. Contains six references. (MSE)

This paper describes the whole language approach to literacy education in the context of teaching adults. Information is drawn from literature and from interviews with teachers and literacy students. Topics covered include the following: whole language--a framework, learning language, learning through language, learning about language, what people said, people learning together, and learning how to be a whole language educator. Challenges for the whole language method are suggested. Three appendixes contain: (1) a discussion of providing adult literacy education in Canada; (2) acknowledgement of people quoted in the paper; and (3) views about reading and writing. A 16-item bibliography is provided. The French version of the paper is also included. (KC)

The prevailing concept of Attention-Deficit Hyperactivity Disorder (ADHD) is a medical one: those exhibiting significant problems in maintaining attention and restraining impulses are said to have a "disorder," which implies some sort of malfunction within the individual. What is needed is a "both/and" perspective: a perspective that simultaneously acknowledges the validity of the social criticisms of the origin and consequences of ADHD, and at the same time acknowledges and attempts to alleviate the very real difficulties of children. A general systems view of ADHD sees causes as multi-dimensional and multi-directional--a view compatible with and contributing to a whole language philosophy. The forthcoming "Diagnostic and Statistical Manual" (version IV) will list the defining characteristics of ADHD under two relatively separate behavioral dimensions: inattention-disorganization, and impulsivity-hyperactivity. It is not easy even for trained clinicians to distinguish ADHD from other problems. Research indicates that medication complemented by cognitive or behavioral therapy is more effective than any of the treatments alone. There are numerous strategies effective in educating ADHD children that reflect a systems perspective by adjusting the environment and environmental demands to meet the needs of students. Because whole language theory reflects a "both/and" stance toward responsibility for learning and a conviction that teachers need to work with children to help them control their behavior, whole language teachers may be particularly effective with ADHD students. (Four figures are included; 55 references and a list of 14 items for further reading are attached.) (RS)

This paper argues that Attention Deficit Hyperactivity Disorder (ADHD) should be viewed as a dysfunctional relationship between an individual with certain predispositions and an environment which generates certain expectations, demands, and reactions. The paper presents a model in which: ADHD behaviors result from a combination of inherent neurological factors interacting with environmental circumstances and demands; relevant aspects of the individual's inherent biochemical nature may have been determined by either hereditary or environmental factors or both; ADHD behaviors may be alleviated most effectively by attending to both the individual and the environment; and ADHD students will succeed best when teachers and schools try to meet the needs of these students rather than merely trying to fit them into a rigid system, while considering the usefulness of medication. The paper then presents a systems-theory approach to educating ADHD students. Ten ways that whole language classrooms may be particularly beneficial for ADHD students are discussed. The paper also describes additional ways of providing the kinds of structure that ADHD students need, an example illustrating a whole language approach to behavior problems, and low-cost but high-efficiency support services that the school might provide to ADHD students and their teachers. (49 references) (JDD)