Dorn (reading education, U. of Arkansas at Little Rock) and Jones, an elementary teacher, professional development consultant, and adjunct reading education professor at the U. of Arkansas at Little Rock, identify seven principles of apprenticeship learning to illustrate to K-4 teachers how children acquire higher-level understandings during assisted activities with a more knowledgeable person. They outline differentiation and scaffolding techniques within a balanced literacy approach and discuss the cognitive and social processes of learning to read and the teacher's role in literacy development; the implementation of a guided reading program within a balanced literacy framework; two types of assisted writing (interactive writing and writing aloud); independent writing; letters, sounds, and word study; organizing the environment for learning; the importance of high-quality instruction for all children; supplementary support for struggling readers through small-group intervention; and reflective teaching. This edition has updated research emphasizing the importance of early reading; information on how behaviors align to Common Core State Standards; new classroom examples; more emphasis on the importance of the writing process; more ideas on establishing routines and organizing the classroom; language prompts that promote self-regulated learners; schedules for implementing a workshop framework in various settings; an expanded word study section; more on assessing students' orthographic and phonological knowledge; and suggestions for incorporating information texts. Annotation ©2012 Book News, Inc., Portland, OR (booknews.com)
Since its publication in 1998, Apprenticeship in Literacy has become a teacher favorite, covering all aspects of a balanced literacy program in an integrated manner and showing how all components are differentiated to address the needs of diverse learners. 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.
Grounded in social and cognitive learning theories, the second edition of Apprenticeship in Literacy still details the seven principles of apprenticeship learning and helps K4 teachers implement and assess guided reading, assisted writing, literature discussion groups, word study lessons, and literacy centers across an integrated curriculum. The new edition also features the following:
- Updated research emphasizing the importance of early reading as a road map for success
- Information on how behaviors, from emergent to fluent, align to the Common Core State Standards
- Dozens of new classroom examplesstudents' work, photographs, transcripts, teacher-student conferences, and reproducible resources
- Language prompts that promote self-regulated learners
- Schedules for implementing a workshop framework in whole-group, small-group, and one-to-one settings
- Suggestions for incorporating information texts into a balanced literacy program
- Stronger emphasis on the importance of the writing process
- Additional ideas on establishing routines and organizing the classroom
The theme of apprenticeship in literacy resonates throughout the book: children learn from teachers and teachers learn from one another as they promote children's transfer of knowledge across multiple contexts. The final chapter provides real-world examples of teachers working together to ensure that all children become literate.
| Acknowledgments |
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viii | |
| Introduction |
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1 | (4) |
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Chapter 1 The Right to Literacy |
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5 | (14) |
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Chapter 2 A Cognitive Apprenticeship Approach to Literacy |
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19 | (10) |
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Chapter 3 A Balanced Literacy Curriculum |
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29 | (20) |
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49 | (18) |
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Chapter 5 Assisted Writing |
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67 | (16) |
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Chapter 6 Independent Writing |
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83 | (18) |
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Chapter 7 Letters, Sounds, and Word Study |
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101 | (14) |
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Chapter 8 Organizing for Independence and Transfer |
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115 | (20) |
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Chapter 9 High-Quality Literacy Classrooms |
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135 | (16) |
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Chapter 10 Supplementary Support for Struggling Readers |
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151 | (16) |
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Chapter 11 Teachers Working Together for Children |
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167 | (16) |
| Appendix A |
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183 | (6) |
| Appendix B |
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189 | (6) |
| Appendix C |
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195 | (5) |
| Appendix D |
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200 | (11) |
| Appendix E |
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211 | (4) |
| References |
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215 | (6) |
| Index |
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221 | |
Linda J. Dorn id professor of reading education and di-rector of the Center for Literacy at the University of Arkansas at Little Rock. She has taught since 1982 in the elementary grades, Reading Recovery, and college. She has also coauthored six books, book chapters, articles, and professional development videos. Tammy Jones is Vice President of Professional Development at Benchmark Education Company. She has taught since 1986 in the elementary grades, Reading Recovery, and as adjunct for reading education classes at the University of Arkansas at Little Rock. She has also coauthored professional books and curriculum for Benchmark Education Company.
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