Embed Size (px)
Citation preview
Do You Recognize These Students?
Reading Apprenticeship
A partnership of
expertise
between teacher
and students
Five-year effort to disseminate Reading Apprenticeship disciplinary literacy
Five-state projections: 2,500 high schools, 400,000 students
Two empirically-based studies
Results of three previous randomized control studies demonstrate significant gains in literacy, content knowledge, motivation, and academic identity
Three to nine high school teachers in three content areas: ELA, Science, and Social Studies
Ten days of professional development, five in August 2012 (13th -17th), two in January 2013, and three in June 2013
Teachers receive $1,000 stipend for completing the training
January sub costs are covered as well as travel/lodging where participants meet qualifications
Monthly school-based follow-up meetings – one hour minimum
Teacher Leaders supported via monthly webinars
Support classroom-level work Model facilitation skills and allow teachers time to practice them Share issues of practice – successes and challenges Support personal growth Make classroom observations Continually reflect on the dimensions/theory behind the work Examine formative and summative measures Plan building-level meetings Meet and plan with administrators for the upcoming year
Monthly Meetings:
What does a Reading Apprenticeship
Classroom Look Like?• A focus on comprehension
• On-going conversationabout how students are thinking when they read
• Skilled coaching and modeling of effective thinking and reading processes
• A climate of collaboration
• An emphasis on student independence
Cognitive DimensionKnowledge-Building Dimension
Social Dimension Personal Dimension
The Theoretical Framework:
Dimensions of Reading
Apprenticeship
Cognitive Dimension
Getting the big picture
Breaking it down
Monitoring comprehension
Using problem-solving strategies to assist and restore comprehension
Setting reading purposes and adjusting reading processes
Knowledge-Building Dimension
Mobilizing and building knowledge structures (schemata)
Developing content and topic knowledge
Developing knowledge of word construction and vocabulary
Developing knowledge and use of text structures
Developing discipline and discourse-specific knowledge
Social Dimension
Creating Safety
Investigation relationships between literacy and power
Sharing book talk
Sharing reading processes, problems, and solutions
Noticing and appropriating others’ ways of reading
Personal Dimension
Developing reader identity
Developing metacognition
Developing reading fluency and stamina
Developing reader confidence and range
Assessing performance and setting goals
The Theoretical Framework:
Dimensions of Reading
Apprenticeship
Read Critically
Think Deeply
Write Well
Act Wisely
“The most important thing we can do is learn to think for ourselves.”
Malcolm X
http://www.wested.org/cs/sli/print/docs/sli/ra_framework.htm
Please ContactAllegan AESA – Pam Rickli 269-673-2161 ext. 3724
Kent ISD – Mark Raffler 616-447-3075
Mason Lake ISD – Jen Orton (231)757-4934 ext. 155
Muskegon Area ISD – Erin Brown (231)767-7221
Ottawa Area ISD – Rita Reimbold 616-738-8940 ext. 4114
