Exploring the Co-Teaching of Reading within Clinical Models of Elementary Teacher PreparationAbstract
Carla's third graders excitedly engage in a group conversation on the carpet with Alicia, the teaching intern inside their classroom. "After reading the fairy tales again, what did the author do to really grab your attention to make it an interesting story?" she asks. Many eager hands wave in the air. Their responses include "elaboration," "descriptions," and "they use a little bit of humor in the book." This discussion serves as a means to scaffold students' genre knowledge, as they will soon return to writing their own fantastic fairy tales. While Alicia engages in conversation with most of the class, Carla sits at a nearby table with Nathan. During this time, she provides him with additional comprehension strategies to strengthen his ability to understand the concepts in the fairy tales and to increase his confidence in small group discussions.
