Apprenticeship in Literacy: Transitions Across Reading and Writing, K-4 / Edition 2 available in Paperback
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 K–4 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 examples—students' 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.
|Edition description:||second edition|
|Product dimensions:||8.40(w) x 10.90(h) x 0.60(d)|
|Age Range:||5 - 9 Years|
About the Author
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 has twenty seven 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 States 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 for 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 write 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 you 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.