Larson/Maier Image Response

Co-authoring in the Classroom

I chose this picture to depict Larson and Maier's article because it demonstrates co-authorship within a classroom. Maier would have a designated time within the classroom in which her students would participate in co-authoring. “They actively co-constructed the story while the teacher wrote by calling out words for her to insert into the story…the teacher functioned as primary author of her text and all students served as overhearers of the interaction as a whole, shifting frequently to co-author.” Through this process, the students not only get to create something magical to them as being a co-author, but are learning the basics of constructing a sentence. While they were constructing these stories, the students were noticing certain prefixes and suffixes that they had been learning about in class. I think this process of writing a story as a classroom whole is an excellent learning method for students as far as writing, reading, and comprehension. I love that it also allows them to use their imaginations and have fun with it.

Classroom Library

I chose this picture to show that it is very beneficial to have a variety of books within the classroom. Maier was known to have a large collection, about 6,000, in her room. She made books available to her students through “author and theme studies, guided reading, and read-alouds at a rate of 120 books per week”. The numerous different books allowed for kids to choose topics that let them read for pleasure, and learn to enjoy reading. She also allowed students to take home books of their choice if they wanted. This definitely is a factor of stimulating literacy within and without of the classroom. 

Author's Tea

This picture is a visual example of the “Author’s Tea” that is mentioned in Larson and Maier’s article. Maier’s first grade classroom authorship consisted of a “multilayered language process” that was comprised of “active and enthusiastic participation”, “co-participation in composing texts”, “publication of student texts”, “sharing of texts across activities”, and “composing decisions based on an understanding of the role of audience and purpose”. I think the idea of writing a story and having it published to read in front of an audience is an excellent way to promote literacy as well as increase the confidence and self-esteem in a child to be able to write. “For Maier and her students, writing was defined as those practices authors use to put words on paper (i.e. conventions, spelling, editing tools), and authorship was defined as the interactive thinking and composition practices authors use to construct text.” The students are perceived equally as authors rather than judged or separated based on their writing/reading ability. Maier mentions that “authorship is a key means of participation”. I like that there is no pressure on the student to have to read anything they aren’t comfortable with; just the fact of reading in general is what is motivational and beneficial to the student. I think it is also motivational to the students to see that their pieces are being published and/or displayed within a classroom.