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Descriptors:
Adolescents; Literacy; Metacognition; Reading Improvement; Reading Instruction; Secondary Education

Abstract:
In Reading Apprenticeships, teachers serve as "master readers" of texts, engaging in collaborative inquiry with students. Reading is demystified through metacognitive conversations that draw on readers' self-knowledge. Academically underperforming students gained an average of 2 years' reading growth in 1 academic year using the approach. (Contains 32 references.) (SK)

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Descriptors:
Class Activities; Classroom Techniques; Content Area Reading; High Schools; Literacy; Middle Schools; Reading Comprehension; Reading Improvement; Reading Programs; Reading Strategies; Student Needs

Abstract:
Many middle school and high school students have difficulty reading and understanding academic texts, which limits their ability to meet today's high learning standards. This guidebook addresses this quiet but growing crisis. Aimed at content area teachers in secondary schools, the guidebook describes a successful approach to helping students improve their literacy across all subject areas. The guidebook describes a program in which an entire freshman class in one urban high school increased its average reading scores by more than two years--piloted in San Francisco, the groundbreaking Academic Literacy program proved that it was not too late for teachers and students to work together in boosting literacy, engagement, and achievement. Easy to read and filled with classroom lessons and exercises, the guidebook shows teachers how they can create classroom "reading apprenticeships" to help students build reading comprehension skills and relate what they read to a larger knowledge base. It also discusses the strategies and support systems needed to implement and evaluate reading apprenticeship programs throughout a school. The guidebook can be a companion for educators ready to face the challenge of building reading into their content area teaching. Appendixes contain a curriculum overview of the first unit taught in the Academic Literacy course; and a discussion of evaluation instruments used. (NKA) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Case Studies; Classroom Environment; Classroom Research; Classroom Techniques; Creative Writing; Elementary Secondary Education; Inquiry; Student Needs; Urban Education; Urban Teaching; Writing Instruction

Abstract:
The Urban Sites Network of the National Writing Project was conceived, designed, and implemented as a national teacher inquiry network for urban sites of the National Writing Project. The goal of the Urban Sites Network has been to develop, articulate, and implement a new agenda for National Writing Project sites serving larger cities. Over the three years of the project, a diverse group of 120 K-12 teachers developed and conducted structured, 2-year inquiry studies of their classrooms or schools. The eight teacher inquiry studies which make up this book are a part of the effort to answer some of the difficult questions that were raised. Through these studies readers of the book will meet eight teachers who are not afraid of change, who are willing to challenge their own cherished beliefs, who are trying to see through the eyes of their students and their families. The book's essays/case studies detail how insightful teaching produces excellent achievement for those students that school systems have frequently failed. Essays in the book are: "The Blooming of Maricar: Writing Workshop and the Phantom Student" (Howard Banford); "No Problem. We Can Speak with the Hands: Group Work in a Sheltered High School Classroom" (Myron Berkman); "Learning from Laura" (Bob Fecho); "No Longer 'Too White': Using Multicultural Literature To Promote Academic Achievement and Cultural Understanding" (Carole Miller); "Dialogue Journals: Passing Notes the Academic Way" (Christine Cziko); "Making Connections between Families and Schools" (Marci Resnick); "Extending the Literate Community: Literacy over a Life Span" (Deborah Jumpp); and "'Are You the Teacher Who Gives Parents Homework?'" (Carole Chin). (NKA) Note:The following two links are not-applicable for text-based browsers or screen-reading software. Show Hide Full Abstract

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Descriptors:
Dialog Journals; English Instruction; High Schools; Interpersonal Communication; Social Attitudes; Student Journals; Student Motivation; Urban Education

Abstract:
Discusses how an English teacher in an inner-city, comprehensive high school used dialogue journals to bridge the chasm between the teacher's academic intentions and the private and social intentions the students hold for themselves. Suggests that finding ways to connect students' social interests to academic intentions can result in powerful learning. (RS)

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