To: Multiple recipients of list EDUDEAF Hello everyone! I am new to the list, and have just been sitting back
enjoying reading everyone's input up to this point. You may have discussed
this in the past; if so, please forgive me. Our school is wanting to make
some changes in our Language Arts program, and many of our new teachers
have been trained in the Whole Language Approach. I'd like to know of some
of your experiences with the approach with deaf children, who's using it,
and who out there can do workshops for teachers. Thanks for your help.
Sara McConatha
Alabama School for the Deaf
Subject: Re: whole language with deaf To: Multiple recipients of list EDUDEAF Welcome to the list! Glad to have you aboard.
I use the Whole Language Approach. I typically base my language arts
curriculum around meaningful concepts which we are currently studying to
give reading and writing a REAL purpose. I think that's a critical component
to the development of the WLA.
Another critical component to my curriculum is having a variety of TYPES of
reading materials available for the children. I do use basals or text books
but we also use A LOT of other kinds of books (some parents find objectionable
and I remove). I use real stories from the library and real literature. I
incorporate magazines, encyclopedias, the WWW, recipes into my reading time.
An example would be today as we are studying various holidays we made
Christmas cookies (on Weds we make potato latkes and peanut butter stew). The
kids had to read the recipes while, "I sat on my bottom and watched" what they
did. Last week they had to write a friendly letter to the teachers who they
have during the time we are doing our celebration (they'll miss their class
that one day). All of my kids can write a friendly letter and include all
five parts. They all wrote in paragraphs and conveyed the appropriate info. I
keep a copy and "take a grade" on that.
Another critical component to the WLA (at least in my classroom) is the
aspect of student choice. I often have a variety of materials at the
student's level of functioning, a bit below and a bit above. They choose
the material many times and I vary the choices I give them based on what they
need more or less of. (Ooops, ended that in a preposition)
I also believe in a WLA a teacher must have clearly defined structures that
provide for a lot of student creativity. In other words it can NOT be just
whatever a kid feels like doing and it doesn't all fit together to make a
cohesive WHOLE. I believe a quality WL classroom is one that ensures that
children are exposed to, are involved in, and experience many pieces that
fit together to make a structured whole which leads to continual student
achievement. (Very critical when discussing language development, grammar
and how to express oneself in sign/speech/writing.)
Yes, I've done a number of workshops on integrating curriculum which involves a
Whole Language focus. I typically do these and discuss how technology can be
a critical element in the entire curriculum.
Am DEFINITELY NOT an expert, however. DEFINITELY don't have all of the info
or answers that are available. Haven't shared everything here - tried to hit
the high points. Just one teacher doing it on a daily basis for the past ten
years.
Cathy
Uploaded by B.J. Lawrence /Kent State University /Deaf Education Major
Document 2 of 2
Document 12
From: Cathy Brandt
Date: Mon, 16 Dec 1996 16:55:38 EST
Reply-To: A Practical Discussion List Regarding Deaf Education
Sender: A Practical Discussion List Regarding Deaf Education