This document discusses whole language teaching methods. It lists various whole language teaching strategies like reading aloud, journal writing, and sustained silent reading. It also discusses semantic, syntactic, pragmatic and graphophonemic language skills. Whole language classrooms are print-rich environments where students learn from models and work at their own pace. Shared responsibility and a balanced approach that also includes phonics are recommended for effective implementation of whole language.

2. Routman (1991)
Froese (1991)

3. Whole language is someway to band
view about language, about learning
and about people the interesting in
learning.

4. 1. Reading aloud
2. Journal writing
3. Sustained silent reading
4. Shared reading
5. Guided reading
6. Guided writing
7. Independent reading
8. Independent writing

6. Semantic
Syntactic
Pragmatic
 graphophonemic

7.  Class that applies whole language heaving full with printed
matter.
 Learned student via model or example.
 Working student and learned according to its developing
zoom.
 Shared student accountability in learning.

9. State of the debate
Adoption of some whole language
concepts
Balanced literacy

10. whole language is contrasted
with skill-based areas of
instruction, especially phonics
and synthetic phonics.

11.  Changing as class whole language requiring
time that adequately long time
 In implement whole language teacher shall
understand before component whole language
 whole language's excess

12.  Learning to read is not natural.
 The alphabetic principle is not learned simply from
exposure to print.
 Spoken language and written language are very
different, and mastery of each requires unique skills and
proficiencies.

13.  Whole Language is a method of
teaching reading and language arts.
Whole Language teachers believe in
teaching reading in context, looking
at the "whole" word versus breaking
the word into parts.