Reading Apprenticeship

Lori Ceremuga and Cristine Wagner-Deitch

Strengthening Adolescent Literacy through Reading

Apprenticeship®

WestEd’s Strategic Literacy Initiative (SLI)

A professional development and research organization focusing on improving adolescent literacy across content areas using Reading Apprenticeship®, a research-based instructional framework.

Reading Apprenticeship®A partnership of expertise between the teacher

and students, drawing on what content area teachers know and do as skilled discipline-based readers and on adolescents’ unique and often underestimated strengths.

Do You Recognize These Students?

Are inexperienced but not beginning readers

View reading as only a school based activity

Lack confidence are are mentally passive with academic reading

Appear to have limited knowledge of topics in school texts.

Have limited comprehension when they do read academic texts

Are not held accountable for much reading

Expend a lot of energy covering up what they don’t understand

Keeping Those Children in Mind

Write down one or two things you hope to learn over the next four days to help those students

Pair-Share

Share Out Large Group

Exploring the RA Framework

Each small group has a quote from Chapter Two of Reading for Understanding.

Talk about the Quote: In your small group, take a few minutes to reflect on the quote and talk about it. (5 minutes)

Locate the Quote: In your copy of Reading for Understanding, locate the quote on the page referenced in Chapter Two. Read the section that contains the quote. (5 minutes)

Make a Poster: In your small group, have another conversation about the quote in context. On your poster, attach your quote and write three or more comments that reflect your responses. When you are done, hang your poster on the wall. (10 minutes)

Gallery Walk: Walk around the room and at each poster read the quote and the responses to it. On a sticky note, add your own response or question and attach it to the poster. (10-15 minutes total)

Whole Group Discussion: As a whole group, share your thoughts about the interacting dimensions of Reading Apprenticeship classrooms. How has your thinking changed (or not) as a result of these conversations? (10 minutes)

Debrief the ProcessThe Content

What caught your attention?What issues/questions did you notice as your read

and responded?What new ideas did you encounter?

The ProcessWhat did we do?How did we do it?How did it support your reading/learning?

How is it Related to RA?Basic Elements of RA Routines

Engaging interest with a schema warm-up (K of the KWL)Supported by group discussion

Building rigor and challenge through critical analysis while making entry points for every student to participate

Addressing multiple goals of content learning and literacy skills

Eliciting independent responses in a safe place

Related to RA Continued…Repeated readings to support silent reading

fluency

When we give students support with reading, they are more likely to engage in the task

Negotiating meeting supported by the group – providing further opportunities for deeper learning

Norm SettingTo work together as a community we need to

create some agreements about how we will interact with each other.

What do you need in order to think best?

Let’s Take a Break15 Minutes

Personal Reading HistoryRefer to Pg. 5 in your handouts

Good Reader’s StrategiesGenome’s Mysteries

Read silently PP 6-9 in your NotebookMake sense of the text – P 10Complete the worksheet: Capturing the Reading

Process

Let’s start a Good Reader’s Strategy List – P 11

Digging Into the Dimensions

PP 4 in your Binder and 24-25 in Your BooksSocial DimensionPersonal DimensionCognitive DimensionKnowledge Building Dimension

By yourself first– then reflect as a tableAs a group – one Dimension – Connect what we

have done so far today and write them on post-it notesPlace that on the poster

Lunch45 minutes

What Does and RA Classroom Look Like?

Read in your notebook, PP 12-13What do you do in your content area that fits?

Read the background on Rita Jenson’s classroom PP 14-17

Use the Evidence/Interpretation Guide to record observations as we watch Rita Jenson’s class. PP 18-19

Strategic Literacy Teacher Pre-Survey

On your own – take 15 minutes to complete the survey PP 20-24

Working in Job Alike Groups DiscussSurprisesObservations Ideas for use of reading in your content

Reflections/ConnectionsWorking in Job-Alike Groups

Generate a list of “implementation ideas” for your content.

Ways to be social..Ways to make learning personal…Ways to develop mental processes…Ways to engage your content through texts

HomeworkFinish Reading Chpt. 2

PP 22-42 in your Text BookAnswer the Questions Provided and be prepared to

discuss P 25 in your Notebook

Ticket Out the DoorTwo post-it notes:

One Ah’HaOne I still wonder…

Place on the chart paper

See you tomorrow