Reading Apprenticeship: For 8-12 th Grade English Teachers Valerie Eblin, Literacy Coach

Workshop Objectives Provide an overview of effective literacy instruction and the Reading Apprenticeship Program Overview of RA District Initiative Examine content specific reading strategies Practice print and on-line think alouds Become familiar with RA strategies

“Research shows that adolescents entering the work force in the 21 st century will read and write more than any other time in human history” (Gallagher).

The Problem?

The Facts: According to National Assessment of Educational Progress, 70% of students entering ninth grade and 60% of twelfth graders are reading below grade level.

Between 60-70% of community college students are required to enroll in remedial math and English classes.

A 2007 study done by the National Endowment for the Arts has indicated that people of all ages, in all socio- economic classes are reading less.

Why is reading being emphasized at the secondary level? Shouldn’t we focus on literacy in elementary school?

Nine-year-old reading scores are at an all time high; for seventeen year olds, an all time low. National Report on American Reading Habits – November 2007

By eighth grade, our students score significantly lower on international reading tests. As students get older, our rank in all reading subgroups continues to drop.

Isn’t it the job of reading teachers to teach students to read?

Adolescent Literacy Research One consistent element that can be found in the research done on adolescent literacy is that reading instruction and support needs to happen across the curriculum. Reading support is not a vaccine that can be administered in one class a day.

What We Know About Adolescent Reading Dr. Willard R. Daggett, International Center for Leadership in Education Dr. Ted S. Hasselbring, Vanderbilt University

1. Reading is the key enabler of learning for academic proficiency across all subject areas and over all grades. 2. Reading requirements for the workplace and military are at a higher level than and different from the requirements for higher education. (Including AP classes)

3. Adolescent literacy remains a critical problem and a major contributor to low achievement in high school. 4. Not every student’s ability to read will develop in the same way, but all of our students need equal access to effective reading instruction to develop proficiency.

5. Prose literacy (fiction, nonfiction, drama, and poetry) continues to be an important part of a student’s education, but other forms of literacy also need to be taught. (e.g. digital) 6. A persistent gap exists in students’ reading abilities along the racial and poverty divide. There is a direct connection between the increased likelihood of low literacy and family income below the poverty level.

Research also shows that in order for students to become better readers, they must read more.

Research also shows that students need explicit reading instruction and that this is currently not happening in the secondary classroom (2004 Reading Next Report).

And perhaps most importantly… Secondary students should be reading ALONE. Round Robin Reading (aka Popcorn Reading etc) has found to be an ineffective form of reading instruction and widely used in classrooms across the country.

What is the solution?

Reading Apprenticeship!

Reading Apprenticeship is a framework that helps teachers apprentice their content material to students.

According to reading experts… We can no longer assume that they “get it!” All content area teachers and English teachers should be explicitly addressing literacy and reading strategies with their students. Literacy needs to continue to be a school- wide priority at the secondary level.

Dr. Timothy Shanahan, 2007 International Reading Association President, and other reading experts agree that teachers need to re- introduce the textbook and require more reading of their applied/tech prep students.

Reading expert Jim Trelease says that we need to invite students back into the community of readers.

What does Reading Apprenticeship Look Like? Reading Strategy lists on classroom walls Teachers explicitly teaching vocabulary Students writing all over articles that they are reading Students writing comments on post-its as they read textbooks and library books (fiction and nonfiction) Students completing double-entry reading journals as they read Teachers and administrators reading silently with their students

I do We do You do (with support) You do (alone)

What does it sound like? Teachers thinking out loud for students as they make text selections Teachers thinking out loud for students as they make meaning of text Teachers and students openly discussing confusing ideas and lines in readings Group discussions of reading where every student is accountable Silence – Students need to be reading ON THEIR OWN. Students are able to explain what they can do to make meaning of difficult text.

Is Reading Apprenticeship just another fad?

Reading Apprenticeship Incorporates: Think Aloud Anticipation Guide QAR Double Entry Journal SSR 1970’s 1940’s

So…where should we begin? We need to begin by examining how we read as English teachers. Once we agree on what skills we need to apprentice to our students, we can begin to think about how we will do so.

Questions?

Works Cited Barton, P. What Jobs Require: Literacy, Education and Training. Washington DC: Educational Testing Service, Daggett, Willard D. and Ted S. Hasselbring. “What We Know About Adolescent Reading” International Center for Leadership in Education, 2007.

Works Consulted Cziko, Christine, et al. Reading for Understanding. San Francisco: Jossey-Bass, Gallagher, Kelly. Reading Reasons. Portland: Stenhouse, 2003.