From isolation to integration : an in-class writing model for literacy specialists

The article describes descriptive research about one Reading Recovery teacher\u27s design and implementation of a nine week in-class writing model in a first grade classroom. The instructional model was implemented for 45 minutes daily for nine weeks and included mini-lessons, shared writing, writing about a read-aloud, independent writing, and opportunities for students to share their writing. Discussed are the theory and rationale, design, implementation, and findings resulting from the additional instruction. The benefits of the short-term model include improvements in all students\u27 writing, stronger connections between pull-out and in-class writing for Reading Recovery students, improved self-perceptions of writers, increased collaboration between the Reading Recovery and classroom teacher, and opportunities for more personalized instruction. Also included is a special focus and analysis of how four Reading Recovery students benefited from the specialized instruction. In the future, the teachers would like to expand the model, making it a long-term intervention in all first grade classrooms in their schools