1. READING APPRENTICESHIP TRAINING DAY 2
Reminder to write strategies on page 1: Reading Apprenticeship Log as the days progress. They should write down a strategy and how they might use it.
Presented By:
CASHS with assistance from Lincoln Intermediate Unit #12

2. OPENING ACTIVITY “Games People Play”
Play Pick-up Sticks as a reminder of thinking aloud and metacognition.
“Games People Play”

3. Comprehension Strategy: METACOGNITION
Thinking about Thinking

4. INTRODUCING the purpose of Metacognition
Monitor:
your inner voice.
when you are confused.
your pace.
what’s important to the author.
Briefly read through these as the next few slides go into more detail about each.

5. MONITOR YOUR INNER VOICE
Readers have TWO TYPES of voices in their head as they read.
One is them reciting the text.
The other is “talking back” to the words on the page.
Good readers catch themselves when they are thinking about something unrelated to the text.
Tovani, 2000
No corresponding pages in binder. There is a poem on page 19 about Inner Voice…if time allows, we could stop and read/discuss.

6. MONITOR WHEN CONFUSED Good readers: Isolate confusion and
Make a plan to repair meaning.
“Good Readers” know that if they continue reading without doing anything to help themselves, their confusion will get worse.

7. MONITOR PACE FASTER IS BETTER FASTER IS ONLY FASTER
Sometimes, struggling readers believe –
FASTER IS BETTER
But sometimes -
FASTER IS ONLY FASTER

8. MONITOR WHAT’S IMPORTANT TO THE AUTHOR
Each type of text has specific organizational patterns.
Recognizing how a piece is organized helps determine what is important.
When meaning breaks down, readers can stop and read the text features or think how the text is organized to help them understand.
Pages and pgs have more info about metacognition and purpose, etc. They kind of pull together what we’ve been talking.

9. Talking to the Text
Have them look at pages 7-16, especially look at 11 and 12 and talk about how TttT can be superficial at first with the ultimate goal of getting them to dig deeper with their thinking about the text.

10. Add Funnel Diagram Here
Pgs. 11 and 12 in Binder

11. Dimensions of Reading Apprenticeship
Review the 4 dimensions. Tell them that we are going talk about purpose and metacognition with the next activity. Turn to page 17 in packet and read the directions on the following slide.

12. The House
Directions: Read and highlight what is important. There will be a quiz in a few minutes.
Distribute highlighters?

13. The House
The two boys ran until they came to the driveway. “See, I told you today was good for skipping school,” said Mark. “Mom is never home on Thursday,” he added. Tall hedges hid the house from the road so the pair strolled across the finely landscaped yard. “I never knew your place was so big,” said Pete. “Yeah, but it’s nicer now than it used to be since Dad had the new stone siding put on and added the fireplace.”
There were front and back doors and a side door which led to the garage which was empty except for three parked 10-speed bikes. They went in the side door, Mark explaining that it was always open in case his younger sister got home earlier than their mother.
Pete wanted to see the house so Mark started with the living room. It, like the rest of the downstairs, was newly painted. Mark turned on the stereo, the noise of which worried Pete. “Don’t worry, the nearest house is a quarter mile away,” Mark shouted. Pete felt more comfortable observing that no houses could be seen in any direction beyond the huge yard.
The dining room, with all the china, silver, and cut glass, was no place to play so the boys moved into the kitchen where they made sandwiches. Mark said they wouldn’t go to the basement because it had been damp and musty ever since the new plumbing had been installed.
“This is where my Dad keeps his famous paintings and his coin collection,” Mark said as they peered into the den. Mark bragged that he could get spending money whenever he needed it since he’d discovered that his Dad kept a lot in the desk drawer.
There were three upstairs bedrooms. Mark showed Pete his mother’s closet which was filled with furs and the locked box which held her jewels. His sisters’ room was uninteresting except for the color TV which Mark carried to his room. Mark bragged that the bathroom in the hall was his since one had been added to his sisters’ room for their use. The big highlight in his room, though, was a leak in the ceiling where the old roof had finally rotted.
They read this.

14. Quiz # 1 What is the robber’s name? What day will the house be robbed?
What door will the robber use?
Identify one object from each room that the robber would probably steal:
Living room –
Dining room –
Den –
Parent’s bedroom –
Sister’s room -
Put this quiz up and they turn the house article over so they don’t have it to refer to. Put answers on page 18 (a blank page in the binder).

15. The House
The two boys ran until they came to the driveway. “See, I told you today was good for skipping school,” said Mark. “Mom is never home on Thursday,” he added. Tall hedges hid the house from the road so the pair strolled across the finely landscaped yard. “I never knew your place was so big,” said Pete. “Yeah, but it’s nicer now than it used to be since Dad had the new stone siding put on and added the fireplace.”
There were front and back doors and a side door which led to the garage which was empty except for three parked 10-speed bikes. They went in the side door, Mark explaining that it was always open in case his younger sister got home earlier than their mother.
Pete wanted to see the house so Mark started with the living room. It, like the rest of the downstairs, was newly painted. Mark turned on the stereo, the noise of which worried Pete. “Don’t worry, the nearest house is a quarter mile away,” Mark shouted. Pete felt more comfortable observing that no houses could be seen in any direction beyond the huge yard.
The dining room, with all the china, silver, and cut glass, was no place to play so the boys moved into the kitchen where they made sandwiches. Mark said they wouldn’t go to the basement because it had been damp and musty ever since the new plumbing had been installed.
“This is where my Dad keeps his famous paintings and his coin collection,” Mark said as they peered into the den. Mark bragged that he could get spending money whenever he needed it since he’d discovered that his Dad kept a lot in the desk drawer.
There were three upstairs bedrooms. Mark showed Pete his mother’s closet which was filled with furs and the locked box which held her jewels. His sisters’ room was uninteresting except for the color TV which Mark carried to his room. Mark bragged that the bathroom in the hall was his since one had been added to his sisters’ room for their use. The big highlight in his room, though, was a leak in the ceiling where the old roof had finally rotted.
Ask for feedback. Who got them all correct? Why? Why not? What was wrong with the way this activity was presented? (They were not given a purpose.)

16. The House
Directions: Read and highlight what is important if you were looking to buy a house. There will be a quiz in a few minutes in which you will discuss your decision to buy this house.
Now give them this purpose for reading and they now reread again.

17. Quiz # 2 You are in the market to buy a house.
Would you buy Mark’s house? Why or
why not. Use details from the text to
support your answer.
Give them this quiz. Can either write their answers on the bottom half of page 18 or do it verbally (depending on time).

18. The House
The two boys ran until they came to the driveway. “See, I told you today was good for skipping school,” said Mark. “Mom is never home on Thursday,” he added. Tall hedges hid the house from the road so the pair strolled across the finely landscaped yard. “I never knew your place was so big,” said Pete. “Yeah, but it’s nicer now than it used to be since Dad had the new stone siding put on and added the fireplace.”
There were front and back doors and a side door which led to the garage which was empty except for three parked 10-speed bikes. They went in the side door, Mark explaining that it was always open in case his younger sister got home earlier than their mother.
Pete wanted to see the house so Mark started with the living room. It, like the rest of the downstairs, was newly painted. Mark turned on the stereo, the noise of which worried Pete. “Don’t worry, the nearest house is a quarter mile away,” Mark shouted. Pete felt more comfortable observing that no houses could be seen in any direction beyond the huge yard.
The dining room, with all the china, silver, and cut glass, was no place to play so the boys moved into the kitchen where they made sandwiches. Mark said they wouldn’t go to the basement because it had been damp and musty ever since the new plumbing had been installed.
“This is where my Dad keeps his famous paintings and his coin collection,” Mark said as they peered into the den. Mark bragged that he could get spending money whenever he needed it since he’d discovered that his Dad kept a lot in the desk drawer.
There were three upstairs bedrooms. Mark showed Pete his mother’s closet which was filled with furs and the locked box which held her jewels. His sisters’ room was uninteresting except for the color TV which Mark carried to his room. Mark bragged that the bathroom in the hall was his since one had been added to his sisters’ room for their use. The big highlight in his room, though, was a leak in the ceiling where the old roof had finally rotted.
What is bold/underlined would be textual support to help them answer the question from quiz 2. Ask them why it was easier to take this quiz versus the first. Because they had a PURPOSE.

19. Purpose IS Everything! Purpose determines: The “Compelling Why”
What’s important in the text,
What should be remembered, and
What comprehension strategy should be used to enhance meaning.
Read to them as talking about House Quiz 2 or after as its own slide. Either way. Move into metacognition with last bullet. Explain that metacognition is a strategy in and of itself. Understanding what we were thinking with the House article.

20. Applying Metacognition and Purpose to your content area
Metacognition shows (and helps students practice!) how an expert reader makes sense of text.
Setting a purpose helps students to focus their thinking about their reading.
Good readers engage in mental processes before, during and after they read in order to comprehend text.
Talk
Write
Highlight
Draw

21. Applying the reading strategies to your content area
Thinking aloud shows students how an expert reader makes sense of text. Good readers engage in mental processes before, during and after they read in order to comprehend text.
Stop and talk
Stop and write
Stop and highlight
Stop and draw
Page 27

22. Stop and Talk Do you agree or disagree?
    
WORLD REPORT EDITION In The News A New Deal on School Meals Texas gets tough on junk food in cafeterias and classrooms                                       Six months ago, Texas adopted a school nutrition policy to crack down on junk food. TFK Kid Reporter Aminah Sallam, 10, takes a look at the policy's effect in her school.
Do you bring in sweet treats from home to share with friends at lunchtime? Has your teacher rewarded you with candy this year? If you answered yes, then you probably don't live in Texas.
According to the Texas Department of Agriculture, 35% of the state's elementary school students are overweight or obese. That is one reason Texas has a new policy to promote healthful eating in schools. The rules encourage balanced meals and restrict foods low in nutrients. Soft drinks, popsicles, gum and most candies are off-limits during the school day. Cafeterias can offer french fries at only one meal a week. Portion sizes for many items are strictly controlled.
At Odessa Kilpatrick Elementary, reaction to the policy has been mixed. "The feedback from the parents has been relatively negative," says Principal Carra Flemming. "They want to be able to provide treats for the kids. Some feel the policy has taken the fun out of school."
But many teachers support the policy. "I think it helps kids be more aware of what they're eating. If they eat (junk food) at home and at school, it's a double whammy," says fourth-grade teacher Cathy Maalouf.
Some kids say the changes aren't enough. "I don't think they are really solving things, because we can still buy ice cream every Friday," says Myriam Robledo, 9.
Susan Combs, the Texas agriculture commissioner, came up with the new policy. She says that the rules are a good start. "If kids eat healthy, then they will live a long healthy life," she told TFK. Who can disagree with that?
Pg. 27 – have them practice each strategy

23. Stop and Write Write down new information
Gelatin is made by boiling bones, skins and hides of cows and pigs and then ground into powder.
Claim: JELLO is made from bones and hides.
Underneath Jell-O’s jiggly wholesomeness lurks a secret many consumers are disconcerted to learn: JELLO is made from gelatin, an animal product rendered from the hides and bones of animals. The production of gelatin starts with the boiling of bones, skins, and hides of cows and pigs, a process that releases the protein-rich collagen from animal tissues. The collagen is boiled and filtered numerous times, dried, and ground to a powder.
Claim: Killing praying mantises is illegal in (parts of) the USA.
The belief that it is illegal to kill a praying mantis has been floating around since the 1950s and we have no idea where this came from. There is not (and never has been) any federal or state law proscribing the killing of praying mantises. They’re certainly useful insects that are best left alone since they eat a lot of other bugs we consider pests, but they’re hardly an endangered species.
Pg 28. Read – write down thoughts

24. Stop and Draw What do you picture in your mind?
Are Humans and Neanderthal Linked? - 16-Jan-2006
Scientists believe that early humans known as Neanderthals were on the earth at the same time as people of our species, Homo sapiens. Researchers have debated for a long time whether the two groups actually mixed together.
Neanderthals were shorter than today's humans. They had sloping foreheads and inhabited Europe and the Near East. Neanderthals became extinct about 30,000 years ago. Meanwhile, Homo sapiens took over.
Erik Trinkaus of Washington University in St. Louis and Joao Zilhao of the University of Bristol, England co-authored a paper about the findings.
Skull Raises Questions
The skull was found in Pestera cu Oase, or the Cave with Bones, in southwestern Romania in 2004 and A test called radiocarbon dating indicates it is at least 35,000 years old and may be more than 40,000 years old!
Researchers say the skull had the same proportions as a modern human head and lacked the large brow ridge associated with Neanderthals. There are also features that are unusual in modern humans, such as frontal flattening and a fairly large bone behind the ear. The skull also has exceptionally large upper molars, which are seen among Neanderthals and other early hominid species.
''Such differences raise important questions about the evolutionary history of modern humans,'' said Zilhao.
The skull's characteristics could mean a mixture of populations or it could be a case in which ancient traits reappear in a modern human, Zilhao said. It could also mean that science hasn't been able to study enough early modern people to understand their differences.
Pg. 30

25. Stop and Highlight Yellow: I understand Red: I don’t understand
Grade 8 Mathematics Open-ended item PSSA
Brad and Molly decorated their classroom walls with paper polygons. Molly made a regular 6-sided polygon.
What is the total number of degrees in the interior angles of a regular 6-sided polygon? Show or explain all your work.
What is the measure of 1 interior angle of this same polygon? Show or explain all your work.
Brad chose another shape. It was a polygon with interior angle measures totaling 540. Describe a polygon that Brad could have chosen. Show or explain all your work.
Brad also made a 7-sided polygon with 1 interior right angle. Explain why this shape is not a regular polygon.
Pg. 29

26. Add Kelly Gallagher Video
Stop and Highlight

27. QUESTION-ANSWER-RELATIONSHIP (QAR)
Questioning knowledge
Pgs 39 – 45.

28. Just because a student may struggle to read the text, does not mean he or she can’t think.

29. Many students try to answer questions using only information from the text.
Other students try to answer questions using only their background knowledge.
Turn to page 43 as we go over next few slides

30. Question-Answer-Relationship
Four levels of questions
are studied during strategy
use and practice.

31. QAR IN THE BOOK IN MY HEAD RIGHT THERE THINK and SEARCH ON MY OWN
Pg 43
RIGHT
THERE
THINK and SEARCH
ON MY OWN
AUTHOR and ME

32. Question-Answer Relationships
Right There Questions:
Are directly stated in the text. In fact, the words from the question and the answer are included in the same sentence.
Asks students to respond at the literal level.
Pg 45 goes over all four

33. Right There questions may begin with words such as:
Who…
What…
When…
Where…
Use the room as text. Give me this kind of question
What time does the clock say?

34. Question-Answer Relationships
Think & Search Questions:
The answer is in the text, but the words from the question and the answer are not in the same sentence.
Require students to “think” about how the information or ideas in the text relate to one another

35. Think and Search questions may begin with words like:
Summarize . . .
What caused . . .
Compare . . .
Explain . . .
Retell . . .
Contrast . . .
Find two examples . . .
Use the room as text. Give me this kind of question
How many pencil sharpeners? How many people are wearing jeans?
Also called Pulling it together.

36. Question-Answer Relationships
Author & Me Questions:
The answer is not in the text, but the text provides information to use in the answer.
Prior knowledge can be used to answer
Answer will include information that is beyond what is found in the text.
The text to understand what the question is asking.

37. Author and Me questions may begin with statements like:
What motive is there . . .
Is it valid that . . .
What beliefs justify . . .
In your opinion . . .
Judge the effects of . . .
How do you know that . . .
Inference…. This is probably the hardest type of question.
Use the room as text. Give me this kind of question
How can you tell if your desk has been moved. (you must have prior knowledge – where your desk is normally found – and you must be able to assess what the desks are like this)
What are the best way to arrange the tables in this room?
Pgs 40 and 41

38. Question-Answer Relationships
On My Own Questions:
The answer is not in the text.
It must come from the reader’s own experiences.
This – do not need any textual knowledge. Have teachers try to think of questions. How best to arrange desks in a room? Is it destruction of property or art when students draw on desks?

39. Question-Answer Relationships
Right There Questions:
Are directly stated in the text. In fact, the words from the question and the answer are included in the same sentence.
Asks students to respond at the literal level.

40. I Love to Do My Homework What do I love to do?
I love to do my homework, it makes me feel so good.
I love to do exactly as my teacher says I should.
I love to do my homework, I never miss a day.
I even love the men in white who are taking me away.
Pg 47 –
What do I love to do?

41. I Love to Do My Homework
I love to do my homework, it makes me feel so good.
I love to do exactly as my teacher says I should.
I love to do my homework, I never miss a day.
I even love the men in white who are taking me away.
This is a right there
What do I love to do? My Homework

42. Question-Answer Relationships
Think & Search Questions:
The answer is in the text, but the words from the question and the answer are not in the same sentence.
Require students to “think” about how the information or ideas in the text relate to one another

43. I Love to Do My Homework
I love to do my homework, it makes me feel so good.
I love to do exactly as my teacher says I should.
I love to do my homework, I never miss a day.
I even love the men in white who are taking me away.
Think and search
How do I feel when I do what my teacher says I should?

44. I Love to Do My Homework
I love to do my homework, it makes me feel so good.
I love to do exactly as my teacher says I should.
I love to do my homework, I never miss a day.
I even love the men in white who are taking me away.
How do I feel when I do what my teacher says
I should? So good

45. Question-Answer Relationships
Author & Me Questions:
The answer is not in the text, but the text provides information to use in the answer.
Prior knowledge can be used to answer
Answer will include information that is beyond what is found in the text.
The text to understand what the question is asking.

46. I Love to Do My Homework
I love to do my homework, it makes me feel so good.
I love to do exactly as my teacher says I should.
I love to do my homework, I never miss a day.
I even love the men in white who are taking me away.
Where are they taking me?

47. I Love to Do My Homework
I love to do my homework, it makes me feel so good.
I love to do exactly as my teacher says I should.
I love to do my homework, I never miss a day.
I even love the men in white who are taking me away.
Where are they taking me? Hospital, Mental Facility, etc. (answer must make sense & be supported in the text)

48. Question-Answer Relationships
On My Own Questions:
The answer is not in the text.
It must come from the reader’s own experiences.

49. I Love to Do My Homework
I love to do my homework, it makes me feel so good.
I love to do exactly as my teacher says I should.
I love to do my homework, I never miss a day.
I even love the men in white who are taking me away.
Why is homework an important part of school?

50. I Love to Do My Homework
I love to do my homework, it makes me feel so good.
I love to do exactly as my teacher says I should.
I love to do my homework, I never miss a day.
I even love the men in white who are taking me away.
Why is homework an important part of school?
It helps you learn new concepts, Gives the teacher an idea of how well you understand the concept, etc.

51. Bloom’s Taxonomy QAR Knowledge Right There questions Comprehension
Think and Search
Application
Analysis
Author and You/Me
Synthesis
On My Own
Evaluation
Pg. 44 – how QAR and Bloom’s line up. Now do Dodo on pg. 49. Read passage first. Envelopes with types of questions. You must identify what types of questions …. Right there / think and search / author and me / on my own.

52. 3 Minute Pause Summarize Key Points So Far Add Your Own Thoughts
Pose Clarifying Questions
Adapted from Jay McTighe

53. Summarizing Strategies
Locking in knowledge
Pg 53

54. Top 5 Marzano Strategies
Strategies That Most Impact Achievement
RANK
STRATEGY
PERCENTILE GAIN 1
EXTENDING THINKING SKILLS (Compare/Contrast, Cause/Effect, Classifying, Analogies/Metaphors) 45 2
Summarizing 34 3
Vocabulary in Context 33 4
Advance Organizers 28 5
Non-Verbal Representations 25
Highlight the importance of summarizing.

55. SUMMARIZING: Student Review Student Elaboration
Student Guided Practice
Student summarization is a learning strategy not a teaching strategy.
Distributed throughout a lesson - not just at the end

56. This is not the same as the
To be effective the
student summarizes
what they have learned.
This is not the same as the
teacher summarizing
what they have taught!

57. Key Points - All students participate
Allocate time – do not skip to “catch up”
Use feedback during summarizing to monitor student understanding
Frequent summarizing prevents misconceptions
Focuses on a key point of the lesson

58. Summarizing at the end of the lesson
Should answer the essential question
Can be informal or formal
Causes students to create a schema/ context for new knowledge and skills
Provides the teacher with information on skills that need to be re-taught
Have the group read The Power of Purposeful Reading. DO MVP and VIP strategy pg 55 – 58A

59. VIP / MVP Read article The Power of Purposeful Reading.
Use post – it notes to label 4 Very Important Points from the article
Use a post – it note to label 1 Most Valuable Point from the article.
Instructions are found on pg. 58 A. After they do this – discuss how this could work in classroom - Exit Slips

60. 25 Word Abstract Write a 25 Word Abstract on the article you read.
Do not count words a, an, the.
Give group a chance to read and write the abstract. Instructions on pg Look at rubric on pg. 61
Also reference about 25 word abstract found on pgs 63 – 66.

61. This is About Read Passage Another Summarizing Strategy
Passage is Poem – Winter Sundays – pass this out. Guide group through superficial “this is about”… then guide them toward deeper meaning – this is really about.

62. Summarizing the section
Compare/
Contrast
Problem/
Solution
Time/
Order
Cause/
Effect
Description
Author’s
Purpose
To point out how two topics are the same and/or different.
To describe a problem and what was done to solve it.
To tell about a specific order of events or steps in a process.
To explain why or how something happened.
To give information about a topic, person or an animal.
Major
Idea
Similarly
Alike
The problem
On (date)
On (time)
Because
Since
Some characteristics
Most important
Supporting
Detail
However
But
As well as
One challenge
A difficulty
Having solved
Next
After
Finally
The effect
This led to
Therefore
For example
For instance
Vocabulary
Compare
Evaluate
Criticize
Prove
Summarize
Discuss
Trace
Justify
Explain
Illustrate
Describe
Reader’s
Aids
Go over how this can work with different texts / outcomes

63. Summarization Strategies
25 Word Abstract
VIP/MVP
This Is About

64. Strategy Demonstration Plan
Look at worksheet called Strategy Demonstration Plan on pg. 70A

65. Group Debrief
Questions?
Concerns?
Items for Next Session?