Apprenticeship in Literacy: Transitions Across Reading and Writing

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Stenhouse Publishers, 1998 - Education - 177 pages
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This easy-to-read text will guide K-3 teachers as they develop a reading and writing program for all their students. An apprenticeship approach to literacy emphasizes the role of the teacher in providing demonstrations, engaging children, monitoring their understanding, providing timely support and, ultimately, withdrawing that support as the child gains independence.

Drawing on authentic classroom examples--student writing samples, class schedules, photographs, and rich transcriptions of teaching and learning interactions--the authors illustrate instruction that is aimed at children's learning zones. As children become more competent readers and writers, the instructional interactions are adjusted to accommodate their higher-level learning.

Here is a wealth of in-depth information, specific strategies, and organizational formats in literacy areas such as:

  • principles of apprenticeship literacy;
  • learning to read from a cognitive apprenticeship approach, including the roles of read-aloud, familiar reading, and shared reading;
  • guided reading, including flexible grouping, reading and writing links, and instructional interactions that emphasize problem-solving strategies;
  • helping children develop writing strategies through interactive writing, writing aloud, and revising and editing transactions;
  • transitions in children's independent writing, including their relationship to modeling and coaching demonstrations during assisted writing;
  • helping children acquire phonological knowledge, including activities that guide children in manipulating letters, sounds, and spelling patterns;
  • a typical day of putting it all together in two apprenticeship settings: a first-grade classroom and a Title I reading program;
  • using school-based professional literacy teams to support teachers in developing an effective literacy program for their children.

No detail is lost. The authors also cover such practical matters as establishing routines and organizing the classroom environment, including rotation schedules for meeting with small groups of children, lists of materials for establishing literacy corners, and literacy corner activities designed to provide the children with opportunities for independent practice.

With Apprenticeship in Literacy you can achieve a balanced literacy program that works for all your students.


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The Right to Literacy
A Cognitive Apprenticeship Approach to Literacy
Learning to Read
Guided Reading
Assisted Writing
Independent Writing
Developing Phonetic Skills
Establishing Routines and Organizing the Classroom
A Day with Angela and Her First Graders
Supplementary Literacy Lessons with Carla
Working Together

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Page 170 - ... thing that we as a profession know now that we didn't know 30 years ago about the teaching and learning of writing in the elementary school ? The author asked this question of 24 scholars cited most frequently in Dyson and Freedman's (1991 ) Handbook of Research on Teaching the English Language Arts. Johnston, P. (1992). Constructive evaluation of literate activity. White Plains, NY: Longman. Evaluation as a reflective practice and as a way of improving teaching and learning is the focus of this...

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About the author (1998)

Linda Dorn is a professor of reading education at the University of Arkansas at Little Rock, where she is the director of the UALR Center for Literacy. She teaches graduate classes in literacy theory, research, classroom practice, and literacy leadership.She hasnbsp;twenty sevennbsp;years of experience in education, including teaching at the elementary, intermediate, and college levels. Linda is the primary developer and lead trainer of the Partnerships in Comprehensive Literacy Model, a nationally recognized model that uses literacy coaches as agents of change. She has worked with many school districts across the United Statesnbsp;and she has collaborated with several state departments on comprehensive literacy initiatives.She believes that school-embedded professional development is critical for supporting teachers in new learning. "The schools described in all our books use this approach for improving classroom instruction and student achievement. Our teachers use book clubs, literacy team meetings, and professional study groups."When writing a book, Linda's goal is to mesh theory and practice into a readable text. "I enjoy writing with my coauthor, Carla Soffos, who is also my friend and teaching colleague. We have developed a great working relationship."Linda is a native of Tennessee and received her Ph.D. in reading from Texas Women's University. She is married with three children, two stepdaughters, and five grandchildren.

Tammy's been a Title I reading specialist, reading recovery teacher, and teacher leader fornbsp;fifteen years. She earned her degrees from the University of Central Arkansas and University of Arkansas at Little Rock. She is currently the vice president of curriculum and instruction for Benchmark Education Company.Her passion for children led her to teaching; helping someone learn to read and writenbsp;is her greatest reward. As a staff developer, she believes that professional development should link theory to practice. "Teachers need modeling, demonstration lessons, and good professional reading to implement best practices."To keep on top of her own professional development, Tammy reads current books, watches videos, and works in classrooms.Before beginning to write a book, she likes to know her topic well. "Look at other professional books that you love and analyze what it is that draws younbsp;to them again and again. Then think about how you can convey your topic and include some of these conventions to make your book outstanding as well."Tammy has a husband, Steve, and a son, Harrison.

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