organizing forliteracy - kanopy

Organizingfor LiteracyOrganizingfor Literacy

ViewingGuide

LINDA J. DORN

x

Produced by Ron Blome Productions

Copyright © 1999 Linda J. Dorn. Organizing for Literacy Viewing Guide. Stenhouse Publishers, York, Maine. All rights reserved.

Stenhouse Publishers, P.O. Box 360, York, Maine 03909www.stenhouse.com

Copyright © 1999 by Linda J. Dorn

All rights reserved. No part of this publication may bereproduced or transmitted in any form or by anymeans, electronic or mechanical, including photocopy,or any information storage and retrieval system, with-out permission from the publisher.

Every effort has been made to contact copyright holdersand students for permission to reproduce borrowedmaterial. We regret any oversights that may haveoccurred and will be pleased to rectify them in subse-quent reprints of the work.

Manufactured in the United States of America on acid-free paper04 03 02 01 00 99 9 8 7 6 5 4 3 2 1

Contents

Introduction 1Organizing the Classroom 3Learning About Reading 6Learning About Writing 10Learning About Words 15Reference Guide to Literacy Segments 20

The Teachers on the Video

First-grade teacher Teresa Treat has fourteenyears experience in education and holds amasters’ degree in special education. Teresa’sclassroom is a learning lab that plays host toteachers from Arkansas schools. Teresabelieves that teachers must be good observersof children’s learning behavior in order to cre-ate appropriate experiences that move chil-dren to higher level of learning.

Carla Soffos is a literacy specialist with theArch Ford Educational Service Cooperative.She is a former classroom teacher, a Title Iteacher, a Reading Recovery teacher, and a lit-eracy coach. Carla provides supplementalearly literacy instruction to the children inTeresa’s classroom. She holds a masters’degree in early childhood from the Universityof Arkansas at Little Rock.

elcome to Organizing for Literacy, aseries of professional developmentvideotapes for implementing a bal-

anced early literacy program based on appren-ticeship theory. When used in conjunctionwith the book Apprenticeship in Literacy, theseries provides a complete early literacyresource, with the option of using individualvideos to focus on a specific area of need.

During the past few years, we haveworked with teachers in developing profes-sional literacy teams in their schools. When wemeet with teacher teams, we encourage themto bring in videotapes of their lessons, and weuse the seven learning principles outlined inApprenticeship in Literacy (p. 17) to guide ourdiscussions. Many teachers have requestedthat we create a set of professional videotapesthat illustrate how these seven principles ofapprenticeship learning are applied in theclassroom. The tapes we have developed pro-vide an authentic context for examining teach-ing and learning interactions across a range ofreading, writing, and word-building events.The tapes, which contain twenty-five literacysegments, can be analyzed from different per-

spectives and for different reasons. Each canbe viewed in its entirety, or you can focus onspecific literacy components. This viewingguide will help you analyze each teaching andlearning interaction. The tapes have also beencross-referenced to show how the same chil-dren are applying their knowledge, skills, andstrategies across a range of reading, writing,and word-building activities (see the chart onpage 20).

Here’s a summary of the four tapes:

1. Organizing the Classroom. In this video, weinvite you into Teresa’s classroom toobserve how she provides her firstgraders with a balanced early literacy pro-gram that includes small- and large-groupinstruction and opportunities to workindependently in well designed literacycorners. Teresa’s classroom illustrates theimportance of a well-organized environ-ment that includes opportunities for chil-dren to work in their assisted and inde-pendent learning zones.

2. Learning About Reading. In this video,Teresa and Carla provide their first

1

xxIntroduction

W


graders with opportunities to read inwhole-group and small-group interactionsthat offer a range of literacy experiences:familiar reading, shared reading, readingaloud, and guided reading. As theyengage in problem-solving interactionswith a more knowledgeable person, thechildren apply flexible strategies for learn-ing how to read.

3. Learning About Writing. This video empha-sizes the reciprocal nature of reading andwriting. Working with assisted writinggroups, Teresa and Carla provide a rangeof writing opportunities speciallydesigned to scaffold children in theirmove toward independent writing.

4. Learning About Words. As children readand write, they acquire important knowl-edge and strategies for solving words. Onthis tape poetry is used to direct chil-dren’s attention to word patterns duringshared reading. Also, whole-groupspelling lessons teach children about anal-ogy. And, in literacy corners, childrenapply their knowledge about words inspecially designed activities that arebased on their reading and writingaccomplishments. They are also intro-duced to vocabulary notebooks, struc-tural-analysis notebooks, student dictio-naries, and personal thesauri.

Initial Preparation

Before the first viewing of the tapes, we suggestthat you read Chapters 1 and 2 of Apprenticeshipin Literacy and become familiar with the sevenprinciples of apprenticeship learning in thecontext of the following beliefs:

• Language is a tool for learning.

• All new learning is grounded in old learn-ing.

• Learning to read and write are reciprocalprocesses.

Then view Organizing the Classroom, pay-ing attention to how the seven principles ofapprenticeship theory are applied in a first-grade classroom.

Detailed Viewings of Each Tape

This viewing guide includes specific guide-lines for using each tape, in the following for-mat:

• Prepare: Prior to viewing a video seg-ment, read specific pages fromApprenticeship in Literacy.

• View: View the segment.• Analyze: Use prompts to analyze the seg-

ment.• Think About: Reflect on important learn-

ing principles as they relate to your analy-sis.

• Apply: Apply your new knowledgethrough specific activities.

2 Organizing for Literacy Viewing Guide


Segment 1

Prepare:Read Apprenticeship in Literacy, Chapters 1 and2. Pay special attention to Chapter 2, whichdescribes the seven principles of apprentice-ship theory:

1. Observation and responsive teaching.2. Modeling and coaching.3. Clear and relevant language for problem

solving.4. Adjustable and self-destructing scaffolds.5. Structured routines.6. Assisted and independent work.7. Transfer.

View Segment 1:

Analyze:• Discuss how Teresa and Carla apply the

principles of apprenticeship literacy totheir classroom.

Think About:• Self-regulation implies that a learner has

the ability to use knowledge, skills, andstrategies for different purposes and indifferent contexts. How do we design

3


xxOrganizing the Classroom

instruction that helps children learn howto use their knowledge in different ways?

• Apprenticeship implies that a moreknowledgeable person is guiding a novicein acquiring new learning. The teachermust be a careful observer, capturing therichest learning examples so they canbecome the basis for guiding the learnerto construct higher-level knowledge.

Apply:• With a colleague, discuss how your own

classroom relates to the seven learning prin-ciples. Plan ways that you can create learn-ing opportunities based on these principles.

Segment 2

Prepare:Read Apprenticeship in Literacy, Chapter 9,which outlines a typical day in Angela’s first-grade classroom. Study the three schedules fororganizing a balanced literacy program.

View Segment 2:

Analyze:• How does Teresa design her classroom

based on an apprenticeship theory of lit-eracy?

• How does Teresa prepare her students towork independently in their literacy cor-ners?

Think About:• As children apply strategies across read-

ing and writing, relationships are estab-lished and neural pathways are construct-ed in the brain that link the related sourcesof knowledge. The classroom is a place forhelping children make connections.

Apply:• Examine your classroom schedule for

how you can provide your students withsmall-group and whole-group learningopportunities. How do the opportunitiesoverlap and support each other?

Segment 3

Prepare:Read Apprenticeship in Literacy, Chapter 8, onliteracy corners.

View Segment 3:



Take a step-by-step tour through the literacycorners with Teresa.

Analyze:• Discuss the role of Teresa’s organizational

techniques in helping children acquireself-management tools.

• Notice how Teresa plans activities that arebased on reading and writing behavior.

Think About:• When children learn self-management

behavior, they acquire an important skillfor regulating their own lives. Predictableroutines and expected standards free themind to focus on other issues of learning.

Apply:• Plan ways to organize your literacy cor-

ners. Gather materials for at least one cor-ner. Plan student rules for using the corner.

Segment 4

Prepare:Read Apprenticeship in Literacy, Chapter 8, onliteracy corners.

View Segment 4:

Here you see the literacy corners in action.Teresa’s classroom has nine literacy corners:

1. Math.2. Rhythm and rhyme.3. Writing.4. Post office.5. Word building6. ABCs.7. Familiar reading.8. Listening.9. Science.

Analyze:• Discuss the children’s independence as

they work in the various corners. How arethe corner activities designed to build onwhat children already know?

• Discuss the relationship of writing to liter-acy development. How is writing embed-ded into the literacy corners?

Think About:• Literacy corners should be based on chil-

dren’s reading and writing strategies.Learning experiences based on readingand writing development can be usedthroughout the year. Literacy corners areabout practice and reinforcement—flexi-bility and automaticity—and self-man-aged learning.

Apply:• Develop a continuum of reading and

writing behavior for children at the emer-gent, early, and fluent levels. Discuss withcolleagues specific word-building tasksthat support emergent, early, and fluentreaders.

Organizing for Literacy Viewing Guide 5


Segment 5

Prepare:Read Apprenticeship in Literacy, Chapter 3,“Learning to Read.” Focus on pages 31–32,which discuss familiar reading.

View Segment 5:

The first thing these first graders do each dayis find their basket of familiar books—bookstailored to their reading level and matched to

their reading strategies. Familiar books pro-vide children with an opportunity to practicefluent and expressive reading. As they readthese familiar texts, Teresa circulates amongthem, providing support as needed.

Analyze:• Listen for reading fluency and notice

independent problem solving. • How does Teresa support the children as

they read?• Discuss Teresa’s reading conference with

Ricky.

Think About:• How is familiar reading different from

traditional sustained silent reading?

Apply:• Use running records to determine your

students’ reading levels.• Select books your students have already

read and place them in familiar-readingbaskets.

6


xxLearning About Reading

Segment 6

Prepare:Read Apprenticeship in Literacy, Chapter 3.Focus on pages 32–40, which discuss sharedreading.

View Segment 6:

Shared reading is a social experience thatengages the entire group. The teacher readswith the children as they actively contribute asa group. As the children become more familiarwith the story, the teacher’s support can beregulated to accommodate the strengths andneeds of the group. In this segment, Teresauses the social context of a play to illustratehow a play is organized, reveal the expressivenature of the characters, and show how voiceand expression are used to tell the story.

Analyze:• What are the children learning about story

organization? What is the teacher’s role inthis new learning? Describe the interactionprior to reading and after reading.

• Notice the children’s fluency and expres-sion during reading. Discuss how fluencyrelates to comprehension.

Think About:• Fluency is a critical part of reading devel-

opment. As you plan your reading pro-gram, look for opportunities to help chil-dren practice fluent and expressive read-ing.

Apply:• Work with colleagues to select appropri-

ate books for shared reading. Evaluatebooks according to how they support chil-dren’s reading development.

Segment 7

Prepare:Read Apprenticeship in Literacy, Chapter 3.Focus on pages 30–32, which discuss readingaloud to children.

View Segment 7:

Reading to children allows every child tolearn—to experience a range of vocabulary,phrases, and concepts from literature. It alsoallows them to listen to language and how it isbeing used. In this session, the children areencouraged to listen and learn about book



concepts, story structures, literary language,and specialized vocabulary.

Analyze:• How does Teresa guide the children to

learn about the expressive quality of lan-guage?

• Discuss teacher and student interaction.What are the children learning that willshape their reading development?

Apply:• As you read a book to your students,

notice how the children are responding.Look for opportunities to engage the chil-dren in discussing book concepts, lan-guage, and vocabulary.

Segment 8

Prepare:Read Apprenticeship in Literacy, Chapter 4.Focus on pages 45–49, which deal with emer-gent readers.

View Segment 8:

In this segment, Carla teaches a guided read-ing lesson to a group of emergent readers.First, she introduces and discusses the story—both words and pictures. Then the childrenspread out on the carpet and begin reading.They apply the strategies they’ve been learn-ing and (this is important), begin reading attheir own pace. As they read, Carla monitorstheir progress and offers assistance and sup-port. Once the reading is done, the studentsregroup, and Carla shares one or two impor-tant teaching points.

Analyze:• What is the nature of teacher and student

interaction before, during, and after theguided reading lesson?

• How is Carla guiding the children toapply problem-solving solutions to theirreading?

Apply:• Videotape a guided reading lesson at the

emergent level and bring it to your teammeeting. View the tape and analyze theteaching and learning interaction.

• Select a book for a group of emergentreaders. Analyze the text’s supportive andchallenging features.

Segment 9

Prepare:Read Apprenticeship in Literacy, Chapter 3, giv-ing special attention to pages 49–51, which dis-cuss guided reading at the early level.



View Segment 9:

In this segment Teresa introduces a book to agroup of early readers.

Analyze:• What is the nature of the language inter-

action prior to, during, and after the guid-ed reading lesson?


early level and bring it to your teammeeting. View the tape and analyze theteaching and learning interaction.

• Select a book for a group of early readers.Analyze the text’s supportive and chal-lenging features.

Segment 10

Prepare:Read Apprenticeship in Literacy, Chapter 3, andpages 51–55 in Chapter 4.

View Segment 10:

In this segment the children analyze the lan-guage in a story, looking at specific words andbuilding their own thesaurus to apply to theirown writing.

Analyze:• What is the nature of teacher and student

interaction prior to, during, and after theguided reading lesson?

• How is this lesson different from or simi-lar to the guided reading lessons in theprevious examples?

• What are the children learning about lan-guage? How does the teacher link theirreading to writing and vice versa?


fluent level and bring it to your teammeeting. View the tape and analyze theteaching and learning interaction.



Segment 11

Prepare:Read Apprenticeship in Literacy, Chapter 5.

View Segment 11:

In this whole-group mini-lesson, Carla coach-es the children to ask questions about a stu-dent’s story and add details to clarify themeaning.

Analyze:• Discuss how Carla uses language to help

the children acquire revision strategies. • What are the students learning about the

writing process?

Apply:• Bring several examples of students’ writ-

ing to a team meeting and select a goodexample for teaching a revision lesson.

• Audiotape your teaching during a revi-sion lesson. Analyze your coaching, mod-eling, and scaffolding prompts.

Segment 12


10


xxLearning About Writing

View Segment 12:

In this mini-lesson, a student’s writing is usedas the basis for teaching early editing skills.The children are taught how to search theirwriting for misspelled words, circle thesewords, and look them up in the dictionary.Every word is not corrected. Instead, the pur-pose of the lesson is to teach the students aprocess for confirming or correcting a fewwords.

Analyze:• How does Carla help the children learn a

process for helping them edit their work?• What are the students learning that will

help them in their independent work?

Think About:• Children must be comfortable with hav-

ing their work displayed in front of class-mates. How can you nurture a problem-solving atmosphere where children worktogether to support one another?

Apply:• Bring several examples of students’ writ-

ing to a team meeting and select a goodexample for teaching a lesson on editing

for spelling. Do the same for editing forpunctuation.

Segment 13


View Segment 13:

As children become more competent writers,mini-lessons are adjusted to accommodatetheir new level of understanding. In this exam-ple, as Teresa shares two versions of her ownstory, she guides the children to notice thedescriptive quality of the language.

Analyze:• How is this mini-lesson different from or

similar to previous mini-lessons? Noticehow Teresa helps the children apply com-parison and analysis strategies.

• What is the nature of teacher and studentinteraction? How does Teresa scaffold thechildren?

• Discuss what the children are learningabout language. Relate this experience toprevious experiences—for example, how



language is being learned through readingaloud, shared reading, and guided reading.

Think About:• When using analogy, students are com-

paring two or more sources of informa-tion. How does this activity promote theability to use analogies?

Apply:• In a team meeting with colleagues, com-

pose and write two versions of a simplestory. Discuss how you can use these ver-sions to help children compare how lan-guage is used to communicate a rich,meaningful message.

Segment 14

Prepare:Read Apprenticeship in Literacy, Chapters 5 and 6.

View Segment 14:

When teachers have conferences with youngwriters, they help them achieve higher levelsof understanding. In this example, Teresa cir-culates among several children—coaching and

scaffolding—in ways that are unique to eachchild.

Analyze:• How does Teresa provide support for the

individual children? Discuss the teacherand student interactions.

Apply:• Bring in several writing samples of chil-

dren at different points in the writing pro-cess. Work with a colleague to plan poten-tial conferences that support the needs ofthe individual children.

* Consider how a writing sample can beused for a productive mini-lesson.

Segment 15


View Segment 15:

In this example, the children share their workwith their classmates. The author’s chair is aspecial place for celebrating the published ver-sion of their text.



Analyze:• Discuss the social context of sharing a

story. How does this experience help chil-dren learn about the writing process?

• Observe the interaction between the chil-dren and their classmates.

Apply:• Set up an author’s chair in a cozy place in

your room.

Segment 16

Prepare:Read Apprenticeship in Literacy, Chapters 5 and 6.

View Segment 16:

Children’s writing levels can be as diverse astheir reading levels. Teachers often group chil-dren with similar needs into small groups forwriting instruction. In this segment Carlaworks with groups of children who are doinginteractive writing. At the end of the lesson,the children write in their journals.

Analyze:• How is Carla supporting the children in

this small-group writing situation? How

does she engage the groups in the activi-ty? How does she prepare the children tobe able to compose their story duringindependent writing?

• How does Carla support the children asthey write in their journals?

• Discuss the interaction with Jordon. Howdoes Carla prompt him to learn a strategyfor problem solving?

Apply:• Gather materials for an interactive writing

lesson with a small group of children. • Audiotape this interactive writing lesson

and analyze the types of language youused with the students. Examine theexplicit language with which you commu-nicated specific concepts.

Segment 17

Prepare:Read Apprenticeship in Literacy, Chapters 5, 6,and 9.

View Segment 17:

In this writing-aloud lesson, Carla begins bytelling a story about a childhood visit to her



grandmother’s farm. Based on the story theyjust heard, a group of children help Carla com-pose a written version. Afterward, the childrencompose their stories individually and Carlaconfers with one or two as they write.

Analyze:• Study how Carla’s interaction with a writ-

ing-aloud group is different from herinteraction with students during the pre-vious interactive writing lesson. Howdoes Carla prepare the children to com-pose the group story?

• What are the children learning duringwriting that will contribute to their read-ing development?

Think About:• Writing aloud is similar to thinking aloud.

As teachers compose and problem-solve,they think out loud about the processes.These demonstrations provide childrenwith “how to” models for writing.

Apply:• Tell a story to a group of colleagues. It can

be about a personal experience or the plotof a book you’ve read or a movie you’veseen. Encourage your colleagues to pro-vide feedback: invite them to ask youquestions to clarify or extend your story.

• Plan a writing-aloud session with a groupof early writers. How are the childrenresponding to your story? What opportu-nities for teaching problem-solving strate-gies are provided within the story frame-work?

Segment 18

Prepare:Read all the sections on writing in Apprenticeship

in Literacy (use the index to locate them).

View Segment 18:

Writing is embedded in all aspects of the stu-dents’ day in this classroom. Children writeletters to each other in the post office; theyrecord information in their math and sciencelogs; they describe their problem-solvingstrategies in spelling books; and they writetheir own stories in the writing corner.

Analyze:• What are the children learning about writ-

ing? How are these experiences support-ing their literacy development?

Apply:• Begin a collection of writing notebooks to

be used in the various literacy corners.• Think of ways to incorporate writing

across the entire day.



Segment 19

Prepare:Read Apprenticeship in Literacy, pages 88–89.

View Segment 19:

In this whole-group lesson, Teresa uses poetryto help children listen to the sounds of lan-guage. The natural rhythm and rhyme of famil-iar poems provide children with a meaningfulcontext for learning how to analyze words.

Analyze:• What are the children learning about

sounds and visual patterns?• How is Teresa supporting the children’s

learning?

Think About:• Research indicates that there is a relation-

ship between children’s ability to recitepoetry and their spelling development.

Apply:• Bring in several poems to examine with

colleagues. As you read the poems aloud,analyze them according to two languagefeatures: natural rhythm and rhyme pat-terns, and visual patterns.

• Choose poems whose language patternsmake it easy for children to recognizesound and visual patterns. Begin a collec-tion of these poems, make transparenciesof them, and gather literacy tools forlocating words.

15


xxLearning About Words

Segment 20


View Segment 20:

In this segment, the children listen to a poemand acquire knowledge about how wordswork. Teresa directs their attention to thesound and letter patterns of words. The chil-dren sort the words according to sound andletter categories. Teresa assists their learningby rereading a familiar poem, telling them tolisten for rhyming words, helping them locatethe words, categorizing the words by soundand visual patterns, and articulating the prob-lem-solving process.

Analyze:• How does Teresa use this process to coach

and scaffold the children’s learning?• How are the children using analogy to

organize larger units of visual informa-tion?

Think About:• Analogy requires the learner to compare

or integrate two or more sources of infor-mation. This process represents higher-

level thinking—establishing relationshipsand building connections in the mind.

Apply:• Examine several poems for examples of

words that can be sorted according tosound and visual patterns. Practice sort-ing these words according to whetherthey sound and look alike or only soundalike.

• Select a poem and apply Teresa’s five-stepprocess.

• Bring in children’s writing samples andanalyze their errors for spelling strategies:analyzing the sounds (phonetic), remem-bering how words look (orthographic),and using known patterns to spell anunknown word (analogy).

Segment 21

Prepare:Read Apprenticeship in Literacy, pages 19–21and pages 88–91.

View Segment 21:



As children learn more words, they use partsof known words to solve unknown words.They learn how to apply analogies, listen ana-lytically, follow directions, and apply priorknowledge. They help each other duringbuddy check. They are encouraged to writeabout how they figured out a new word.

Analyze:• What strategies do the children use to

solve words? • How does Carla model learning about

words?• How does Carla use language to coach

and scaffold the children’s learning?• In what ways do the children articulate

and reflect on their problem-solving pro-cesses?

Apply:• Bring in a list of common words used in

children’s reading and writing. Work withcolleagues to identify the onset and rimepatterns. Then create a list of new wordsbased on these onset and rime patterns.(See Apprenticeship in Literacy, page 90, forone such list.)

• Go on a “writing spree” with your stu-dents. Then identify a common list ofknown or partially known words. Plan aspelling activity similar to Carla’s exam-ple, using known onset and rime patternsto build new words.

Segment 22


View Segment 22:

Teresa uses pocket charts to help children learnhow to analyze words using what they alreadyknow about them—how to organize themaccording to beginning and ending patterns.

Analyze:• What are the children learning about

words?• How is the pocket chart activity similar to

the spelling and poetry activities? Why isit important that children use their knowl-edge, skills, and strategies to solve prob-lems in varied contexts?

Think About:• The brain is most active when it is solving

problems.• All new learning is grounded in old learn-

ing. We learn new things by making con-nections between what we already knowand what we want to know.

Apply:• Bring in a list of 100 frequently encoun-

tered words. Work with colleagues to cat-egorize the words according to beginningand ending patterns.



• Write the beginning and ending patternson cardstock, and design a pocket chartactivity.

Segment 23


View Segment 23:

In this lesson, children sort letters according torecurring or related features, make a new word,and record the new word in their dictionary.

Analyze:• Look for examples of how the children

are learning about letters in multipleways.

• How does Carla use language to model,coach, and provide scaffolding for thechildren as they acquire a process forlearning letters?

Apply:• Gather a collection of magnetic letters and

sort them into as many different cate-gories as you can think of.

• Prepare vocabulary books for emergentreaders. Use an alphabet cue at the top ofeach page.

• Examine the letters of the alphabet anddescribe their letter formations using con-sistent language. Use these descriptions toteach young children how to form the let-ters.

Segment 24


View Segment 24:

In this lesson, Carla introduces a task card thattells the children how to apply the knowledge,skills, and strategies they learn to independentwork.

Analyze:• How does Carla help the children learn

the task in a small group? • How does the task card reinforce this

learning?



Apply:• Study children’s reading and writing

records for evidence of what they arelearning about letters and words.

• Use this information to create a set of taskcards that reinforce their reading andwriting knowledge.

Segment 25


View Segment 25:

Analyze:• Analyze the literacy corner activities for

evidence of how the children are applyingknowledge gained from teacher-assistedactivities to their independent work.

Think About:• Children need opportunities to apply

their knowledge across a range of literacyactivities. The goal is to develop self-regu-lated learners who know how to applytheir knowledge, skills, and strategiesover time and across events.

Apply:• Develop a set of task cards that support

the reading behavior of your emergent,early, and fluent readers. Prepare all mate-rials related to the task cards, such asmagnetic letters, pictures, and word cards.



Copyright ©

1999 Lind

a J. Dorn. O

rganizing for LiteracyV

iewing G

uide. Stenhouse Publishers, York, M

aine. All rights reserved

.

20O

rganizing for Literacy View

ing Guide

Literacy Corners

Whole-GroupComponent

Small-GroupComponent

IndividualReading Support

IndividualWriting Support

Organization

Analyzing Lettersand Words

LanguageDevelopment

ScaffoldedInstruction

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

• • • • •

• • • • • • • • • • • • •

• • • • • • •

• • • •

• • •

• • •

• • • • • • • • • • • •

• • • • • • • • •

• • • • • • • • • • • • • • • • • • •

Reference G

uide to Literacy Segments

Organizing the ClassroomThanks to the copyright holders for permission toinclude the following books or charts:Animal Counting Rhymes. San Diego, CA: Teaching

Resource Center.Fountas, Irene, and Gay Su Pinnell. 1998. Word

Matters: Teaching Phonics and Spelling in theReading/Writing Classroom. Portsmouth, NH:Heinemann.

Gruber, Barbara and Sue. “Learning Together in FirstGrade.” In Whole Language Activities: First Grade.Torrance, CA: Frank Schaffer Publications.

Interactive Counting Rhymes. San Diego, CA: TeachingResource Center.

Manda’s Mystery. Bothell, WA: Wright Group.Randell, Berverley. 1994. Father Bear Goes Fishing.

Crystal Lake, IL: Rigby.Reid, Hale C., and Helen W. Crane. 1985. My Picture

Dictionary. Silver Burdett Ginn.The Sunflower That Went Flop. Bothell, WA: Wright

Group.

Learning About ReadingThanks to the copyright holders for permission toinclude the following books:Cartwright, Pauline. 1992. One Drop of Water and a

Million More. Bothell, WA: Wright Group.Cowley, Joy. 1997. Papa’s Spaghetti. Crystal Lake, IL:

Rigby.Lawrence, Lucy. 1997. Dad’s Bike. Crystal Lake, IL:

Rigby.

Manda’s Mystery. Bothell, WA: Wright Group.Randell, Beverley. 1994a. Brave Father Mouse. Crystal

Lake, IL: Rigby.———. 1994b. Father Bear Goes Fishing. Crystal Lake,

IL: Rigby.———. 1994c. The Fox Who Foxed. Crystal Lake, IL:

Rigby.Traill, Leanna. 1997. The Two Foolish Cats. Crystal

Lake, IL: Rigby.

Learning About WritingThanks to the copyright holders for permission toinclude the following books:Randell, Beverley. 1996. G from “Alphabet Starters”

series. Crystal Lake, IL: Rigby.Reid, Hale C., and Helen W. Crane. 1985. My Picture

Dictionary. Silver Burdett Ginn.

Learning About WordsThanks to the copyright holders for permission toinclude the following books or charts:Fountas, Irene, and Gay Su Pinnell. 1998. Word

Matters: Teaching Phonics and Spelling in theReading/Writing Classroom. Portsmouth, NH:Heinemann.

Gruber, Barbara and Sue. “Learning Together in FirstGrade.” In Whole Language Activities: First Grade.Torrance, CA: Frank Schaffer Publications.

Randell, Beverley. 1996. G from “Alphabet Starters”series. Crystal Lake, IL: Rigby.

21


xxReferences


Stenhouse PublishersYork, Mainewww.stenhouse.com

Linda J. Dorn, an Associate Professor at the University of Arkansas at Little Rock, is the directorof the Early Literacy Center there and a co-author of Apprenticeship in Literacy: Transitions AcrossReading and Writing (Stenhouse 1998). Linda works with classroom teachers to implement a bal-anced early literacy program based on apprenticeship theory. Recently, she received grant fund-ing from the Arkansas Department of Education to train literacy coaches.

04ST

organizing forliteracy - kanopy

Documents