Organizing for Literacy

The goal is simple, finding success as a teacher while allowing the child to find success as
a student.
The apprenticeship classroom provides the opportunity for both group and independent
learning.
o Provides the opportunity for both group and independent learning.
o Learning that engulfs literacy through constant reading, writing and word
building activities.
o Well-organized environment where children work in assisted and unassisted
learning zones.
o It is a classroom where students learn and practice self-management skills. A
classroom where the teacher provides guided instruction and learning that is
constantly adjusted to meet the needs and level of the students.
o Through whole group and small group settings children work and experience
learning together. They learn reading together. They learn to write together and
they learn to appreciate one another's work.

7 principles of an apprenticeship approach to literacy

1) Observation and Responsive Teaching: it means teacher should observe children's
literacy behavior and design instructional experiences based on a child strengths and
needs.
2) Modeling and Coaching: this means the teachers use modeling and coaching techniques
with clear demonstrations and explicit language.
3) Clear and Relevant Language for Problem Solving: This means a teacher uses languages
prompts that enable children to plan and take problem solving steps. In this example of
a follow-up discussion during guided reading, Carla coaches the children to describe
their problem solving action.
4) Adjustable and Self Destructing Scaffolds: like a builder a teacher erects scaffolds under
the child that he is or her stage of learning. But once the foundation is firm the scaffold
is removed to be replaced by support at a higher level. Here in this example of a mini
lesson, a student learns revision strategies. There is a degree of support or scaffolding
that she receives from the teacher and fellow students.
5) Structured Routines: Teachers provide routine interactions with organized structures
that give the child a comfort level to focus on the job of learning. In this example
students know that upon entering the classroom the routine calls for familiar reading.
6) Assisted and Independent Work. Teachers provide balanced opportunities for children
to work at assisted and independent levels. In this example, we see the teacher assist
the children in the use of the dictionary.

7) Transfer: this means teachers teach for the transfer of knowledge, skills and strategies
across the shifting circumstances. In this example a small group reads a mystery
followed by a lesson on the descriptive nature of words.
MORNING SCHEDULE
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FAMILIAR READING 20-MIN

SHARED READING/POETRY 15-MIN
SPELLING 25-MIN
GUIDED READING/ASSISTED WRITING 3 GROUPS X 30-MIN(OTHER STUDENTS WORK
INDEPENDENTLY)

AFTERNOON SCHEDULE
-

READ ALOUD 20-MIN

WRITERS WORKSHOP 40-MIN
MATH 60-MIN
SCIENCE/SOCIAL STUDIES 30-MIN
OTHER PE/ART/MUSIC 30-MIN

Classroom setup and things I liked!

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Word study- sort words by sounds = shelf where activities get harder the higher you go
Reading corner= all have their own basket of books!
Chore chart- keeps children on a consistent schedule of what to do during the reading
time
Writing stories from different genres: one was a mystery; one was about a trip to see
yaya etc. There was a lot of teacher encouragement!