Whole Language Learning
Classroom Context
I completed my first year of teaching as a K5 Special education teacher for the 2017/2018 school year at Tolenas Elementary in Fairfield, CA. The content area in which I taught was mostly behavioral incorporating academics into instruction. I had a population of emotionally disturbed students, students on the spectrum, and autistic students. My classroom size was 5 students, with 4 para educators for support. In my classroom, at the beginning of the year I established daily routines and rules such as morning circle, raising hands before speaking, lining up before leaving. I modeled proper behavioral expectations so that the students could follow these expectations.
Whole language learning is important where I teach because in California there is a reading initiative for how whole language happens, and the set of principles to guide classroom practice. With this whole language approach, students are exposed to written words at an early age, when they are read aloud to. This gives students a head start on the path to fluency in reading. Using strategies that shows language is a system of parts that work together to create meaning, help students understand language by parts, which is easier for some students to take in knowledge. According to www.ericdigests.org Some characteristics of the beliefs of whole language learning to include “using sub skills tests to reflect reading and writing competencies”, as well as “breaking down tiny components to be taught in isolation and tested in discreet units”. With whole language learning approaches, students have the opportunity to succeed at reading from an early age, and in turn to motivated about learning, which helps with positive classroom climate. For example, when I have morning circle, I allow each student to select a book for the class to read. By doing this “skills are acquired naturally in the context of meaningful oral interaction and literacy events”. According to Florida Literacy and Reading Excellence Professional Paper; “the learner environment should have an abundance of print with which learners should interact”. For example in my classroom, I have literacy posters posted around the classroom such as “learning is fun”, and posters of popular books like Dr. Seuss and Harry Potter. When stocking the classroom with reading materials of different genres, students get to take responsibility for their own learning by choosing the text that they will read.
Reflecting on my experiences in the whole language learning classroom, I had always been introduced to this method from an early age. My parents would read to me at home, and whenever I was in the car, I would have to read to road signs and billboards for practice. As early as first grade I remember having morning circle and the teacher would read aloud to us. In 3rd grade my teacher really influenced my life with reading when I was introduced to the Harry Potter series books. That grew my love for reading, and since then I love reading. There would be reading incentives as a child for summer reading, where if you read 10 books in summer you can get free pizza. Reading from an early age really encouraged me that reading is fun, and motivated me to learn to read at an early age. Letter recognition and learning language by parts helped me break down language in an easier way to help me through school.
To help promote whole language learning in the classroom, I will continue to have a classroom environment that motivates students to read. I will have book posters posted around the classroom, bookshelves filled with books, and will have routines established daily such as morning circle where we read. I would like to incorporate reading into lessons as much as possible, such as having students read aloud directions so that they always have practice in reading. In conclusion, I am all for whole language learning. It promotes academic growth, and motivates students that reading is fun.
Resources:
W., & Jane, B. (1989, November 30). Whole Language: Integrating the Language Arts--and Much More. ERIC Digest. Retrieved June 24, 2018, from https://www.ericdigests.org/pre-9213/whole.htm
Brian Cambourne. (n.d.). Retrieved June 26, 2018, from https://ed640xa.weebly.com/brian-cambourne.html
Goodman, K. (2005). Goodman on Whole Language | Chapter 5: Authentic Literacy Pedagogy | Literacies | New Learning. Retrieved June 26, 2018, from
http://newlearningonline.com/literacies/chapter-5/goodman-on-whole-language
I completed my first year of teaching as a K5 Special education teacher for the 2017/2018 school year at Tolenas Elementary in Fairfield, CA. The content area in which I taught was mostly behavioral incorporating academics into instruction. I had a population of emotionally disturbed students, students on the spectrum, and autistic students. My classroom size was 5 students, with 4 para educators for support. In my classroom, at the beginning of the year I established daily routines and rules such as morning circle, raising hands before speaking, lining up before leaving. I modeled proper behavioral expectations so that the students could follow these expectations.
Whole language learning is important where I teach because in California there is a reading initiative for how whole language happens, and the set of principles to guide classroom practice. With this whole language approach, students are exposed to written words at an early age, when they are read aloud to. This gives students a head start on the path to fluency in reading. Using strategies that shows language is a system of parts that work together to create meaning, help students understand language by parts, which is easier for some students to take in knowledge. According to www.ericdigests.org Some characteristics of the beliefs of whole language learning to include “using sub skills tests to reflect reading and writing competencies”, as well as “breaking down tiny components to be taught in isolation and tested in discreet units”. With whole language learning approaches, students have the opportunity to succeed at reading from an early age, and in turn to motivated about learning, which helps with positive classroom climate. For example, when I have morning circle, I allow each student to select a book for the class to read. By doing this “skills are acquired naturally in the context of meaningful oral interaction and literacy events”. According to Florida Literacy and Reading Excellence Professional Paper; “the learner environment should have an abundance of print with which learners should interact”. For example in my classroom, I have literacy posters posted around the classroom such as “learning is fun”, and posters of popular books like Dr. Seuss and Harry Potter. When stocking the classroom with reading materials of different genres, students get to take responsibility for their own learning by choosing the text that they will read.
Reflecting on my experiences in the whole language learning classroom, I had always been introduced to this method from an early age. My parents would read to me at home, and whenever I was in the car, I would have to read to road signs and billboards for practice. As early as first grade I remember having morning circle and the teacher would read aloud to us. In 3rd grade my teacher really influenced my life with reading when I was introduced to the Harry Potter series books. That grew my love for reading, and since then I love reading. There would be reading incentives as a child for summer reading, where if you read 10 books in summer you can get free pizza. Reading from an early age really encouraged me that reading is fun, and motivated me to learn to read at an early age. Letter recognition and learning language by parts helped me break down language in an easier way to help me through school.
To help promote whole language learning in the classroom, I will continue to have a classroom environment that motivates students to read. I will have book posters posted around the classroom, bookshelves filled with books, and will have routines established daily such as morning circle where we read. I would like to incorporate reading into lessons as much as possible, such as having students read aloud directions so that they always have practice in reading. In conclusion, I am all for whole language learning. It promotes academic growth, and motivates students that reading is fun.
Resources:
W., & Jane, B. (1989, November 30). Whole Language: Integrating the Language Arts--and Much More. ERIC Digest. Retrieved June 24, 2018, from https://www.ericdigests.org/pre-9213/whole.htm
Brian Cambourne. (n.d.). Retrieved June 26, 2018, from https://ed640xa.weebly.com/brian-cambourne.html
Goodman, K. (2005). Goodman on Whole Language | Chapter 5: Authentic Literacy Pedagogy | Literacies | New Learning. Retrieved June 26, 2018, from
http://newlearningonline.com/literacies/chapter-5/goodman-on-whole-language
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