In this study, we examined the reflections of 71 preservice teachers as they tutored literacy in a predominantly Hispanic American, low-income school. The carefully structured, intensively supervised practicum for each preservice teacher combined situated learning with guided critical reflection in the context of a relationship with one elementary student. Working within the framework of caring and its influence on socially mediated learning, we also explored the nature of personal relationships. Judging from their reflections, the experience of working one-on-one with a student positively influenced preservice teachers' content and procedural knowledge and self-confidence as teachers. Although not all relationships were easy to establish, the tutors' strong emotional ties with students resulted in their increased personal satisfaction, learning about teaching, and feelings of responsibility for their child's learning. Further, as tutors got to know their students, many rejected deficit notions and labels like "slow learner" "limited-English proficient" and "at risk" and came to regard their students as unique, valuable individuals.1 LR

No abstract

No abstract

This study focuses on the features of the first grade texts included in basal readers used for beginning reading instruction in Texas during the year 2000 adoption period. The authors investigated the general features of student texts with respect to the instructional design of the text, the accessibility of the text for beginning readers, and the engaging qualities of the texts. The features of these basal readers were then compared to the programs previously adopted in Texas (1987 and 1993 adoption periods). Using a variety of analyses, findings suggest that the mandate by the state of Texas to include more “decodable” texts did in fact, heavily influence the materials presented to beginning readers. In addition, there was an apparent lock of attention to other features that support beginning readers, specifically, predictability and the engaging qualities of the texts. The findings suggest that policy mandates have a direct influence on the content and nature of reading programs placed in the hands of teachers and students.

love writing!" exclaimed Sarah as she put the finishing touches on her verb poster. All of the third graders in this class were busy working on their parts-of-speech posters during an interactive writing lesson. These are the words that all teachers desire to hear from their students. Who knew that Sarah, a struggling writer at the beginning of the school year, would ever utter such a positive statement about writing? "Interactive writing provides powerful demonstrations of writing that help young children make progress in their own writing" (McCarrier, Pinnell, & Fountas, 2000, p. xvi).Interactive writing can take on many different forms and is used in a variety of ways in the classroom. This type of writing helps build a bridge between writing and all other areas of the curriculum. In this process, students and teachers collaborate in the construction of text while building on prior knowledge. Students use what they know about language, conventions of print, and how words work to create meaningful writing. English-language learners (ELLs) especially benefit from collaborating with their peers when writing and revising (Hudelson, 1988). When ELLs interact socially and linguistically they develop greater language proficiency (Long, 1983).Attitude, motivation, and engagement are vital factors that contribute to reading and writing success. According to Partin and Hendricks (2002), reading achievement is related to a positive attitude toward reading. A primary concern of many teachers is that a lack of engagement is the root of the many problems they face in teaching (Edmunds & Bauserman, 2006). The teacher generating high expectations for reading and writing while providing time to share and discuss can expect a higher level of literacy engagement in students.Interactive writing can be a valuable instructional method that greatly enhances engagement in the classroom. This technique improves spelling knowledge, provides a letter-sound connection, and links the decoding process to writing. It reaches all students and ability levels by developing language and building schema. Classroom reading materials are created by children's language and experiences, which help to il-lustrate the connection between written and oral language (Rubadue, 2002). In particular, this is helpful when working with ELLs because it provides a purposeful writing task in a comfortable environment. As stated by Hudelson (1988), the classroom environment can notably stimulate ELLs' development as writers. Our Thoughts on Interactive WritingAs elementary school teachers in three different California schools, we each use interactive writing in our classrooms on a regular basis. This is not another mandated program but rather an easy-to-use technique we implement to enhance our curriculum. Not only does it engage our students, but it also improves their language development, writing, and spelling skills. In regard to ELLs, we have observed an increase in vocabulary, grammar, and writing skills as well as an increase in confidence from the continu...