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This article focuses on disciplinary literacy and how a struggling writer in a Norwegian classroom positions herself as a disciplinary writer when given model texts. The study explores how model texts can scaffold students’ disciplinary writing and give them the opportunity to position themselves as disciplinary writers in lab reports and factual storybooks. The analysis of one struggling student's writing shows how she uses disciplinary language features and how she understands disciplinary literacy.

Distinksjonen knyttet til generell og fagspesifikk lese-og skriveopplaering i fagene har fått fornyet interesse både i norsk og internasjonal sammenheng. Denne artikkelen diskuterer hva dette betyr i norskfagets begynneropplaering, og søker med dette å supplere litteraturen som finnes om lesing av skjønnlitteratur. Vi stiller spørsmålet: Hvordan posisjonerer elever på 1. trinn seg som litteraere lesere? Spørsmålet utforskes gjennom klassesamtaler rundt to utvalgte bildebøker med innlagte lesestopp, basert på teorier om hva det vil si å lese skjønnlitteratur, og da saerlig Judith Langers teorier (2005) om forestillingsverdener. Utdragene fra klassesamtalene viser at elevene er i stand til å posisjonere seg som litteraere lesere og utforske tekster på en fagspesifikk måte.Nøkkelord: Fagspesifikk leseopplaering; fagovergripende leseopplaering; forestillingsverdener; klassesamtale; skjønnlitteratur; begynneropplaering AbstractThere has been a renewed interest in the distinction between content area literacy and disciplinary literacy concerning reading and writing instruction within school subjects, both in Norway and internationally. This article discusses the implications for early instruction in Norwegian language learning and seeks to supplement the current literature concerning fiction reading. We ask the question: How do first grade students position themselves as readers of literature? This question is explored through classroom discussions regarding two selected picture books, with planned reading stops, based on theories on what literature reading involves, in particular Judith Langer's (2005) theories on envisionments. Our excerpts from classroom discussions display that the students are able to position themselves as literary readers and explore the texts in a discipline specific manner.

This paper documents how teachers use guided reading practices in Norwegian second-grade classrooms. In a two-part study consisting of teachers' self-reports (Study 1) and video-observations of guided reading sessions (Study 2), we analyzed the frequency and characteristics of guided reading practices. Findings from Study 1 indicate that guided reading is a common practice of Norwegian second-grade teachers and that discussing word meaning, text, and pictures are the most frequently addressed literacy components. Findings from Study 2 illustrate that the teachers regularly make optimal use of the before-reading phase, while the after-reading phase is relatively lacking. The observational data also indicate that teachers are more likely to simply check students' understanding of word meaning rather than to work in-depth with vocabulary. Likewise, teachers were more likely to supply help in the decoding process rather than scaffold students' decoding with strategies. In sum, the data indicate that teachers may not fully use the benefits that guided reading instruction can afford. We discuss how to help educators use more of the potential of guided reading, arguing that the benefits of guided reading can be strengthened by (1) more indepth planning, (2) greater use of strategies, and (3) routines for observing and assessing.

Bruken av modelltekster er sterkt vektlagt i norske læreplaner, men det meste av didaktikken er utviklet i Australia der tekstsamtalene som brukes, kjennetegnes av en streng form for samtale. Tekstsamtalene, ofte omtalt som dekonstruksjon av modelltekster, utgjør en viktig del av modelltekstdidaktikken. Denne studien undersøker hvordan en lærer i norsk skole samtaler om tekster med utgangspunkt i modelltekster, og hvilke samtalemønstre som finnes i slike tekstsamtaler. Datamaterialet består av tekstsamtaler gjennomført på 5. trinn. Samtalene tar utgangspunkt i noen bestemte språklige trekk som elevene kan prøve ut i etterkant av tekstsamtalene. Samtalene er analysert med utgangspunkt i dialogiske samtaleteorier. Analysene viser innslag av dialogiske mønstre og disse mønstrene er knyttet til de utforskende delene av tekstsamtalene. Analyseresultatene gir grunn til å diskutere kvalitetstrekk ved modelltekstsamtaler. Artikkelen bidrar til modelltekstdidaktikken ved at den utarbeider spørsmål som har til hensikt å hjelpe elevene å oppdage, utforske og utfordre språklige mønstre.Nøkkelord: modelltekster, dialogiske samtaleteorier, dekonstruksjon, modell-tekstdidaktikk, samtaledidaktikkHow a teacher and her students talk about model texts.A contribution to the model text didacticsAbstractThe Norwegian curriculum puts emphasis on the use of model texts in education. Text talk, which is also referred to as deconstruction of model texts, is an important part of model text didactics. However, as this didactic method was developed in Australia, where the text discussions frequently are structured and teacher-led, it might not be adequate in a Norwegian context, where classroom communication commonly is looser. The study investigates how a Norwegian teacher talks about model texts, and which dialogue patterns that occur during these talks. The data material consists of text talks from a 5th grade classroom (age 10). These talks include specific textual features that the pupils are encouraged to explore when later constructing written texts on their own. The theoretical framework for the analysis of the data material rests mainly on dialogical theories. The results of the study indicate that dialogical patterns are at play during text talks and the dialogic patterns are more distinct in the exploring parts of the text talks. The results of the study provide a foundation for discussions about qualities of disciplinary talks about model texts. It is the hope that this article, by suggesting questions that might encourage pupils to discover, explore and challenge text features, will contribute to the field of research about model text didactics.Keywords: model texts, dialogical talk theories, deconstruction, model text didactics, text talk didactics