1. READING APPRENTICESHIP TRAINING DAY 3
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.
As presented by the CASD Reading
Apprenticeship Training Team

2. Let’s review Metacognition
OPENING ACTIVITY
Play Pick-up Sticks as a reminder of thinking aloud and metacognition.
Let’s review Metacognition

3. RA Framework Depiction

4. Are you feeling “Up to speed’?

5. Draw 4 speedometers on a sheet of paper
Each speedometer represents one of the 4 dimensions of RA.
Determine what “speed” you are for each dimension
0-20 “I don’t remember much”
20-40 “I’m beginning to see the light”
40-60 “I feel comfortable enough to try it”
60-80 “I could teach this stuff if they’d let me
Write a question you have for any under 50 MPH
Write how you would incorporate any over 50 MPH into your classroom

6. “Fix it”??
Today we are focusing on strategies readers can use to overcome obstacles encountered while reading

7. Pause and reflect (A strategy during reading)
Periodically summarizing what is read
Divide the reading assignment into logical/equal parts
Students note a main K-point, question, and a connection for each section
Divide into groups of 3-4 and each participant can share their K-point, question, and connection for a section

8. Summarizing Should answer the compelling why/ purpose for reading
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
Summarizing is a student learning strategy NOT a teaching strategy

9. 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!

10. VIP/MVP (a summarization strategy)
Use post – it notes to label/write out 4 Very Important Points from the article
Use a post – it note to label/write out the 1 Most Valuable Point from the article.

11. 25 word abstract (a summarization strategy)
As you read write out the main ideas of each paragraph
Note any troublesome vocabulary
After everyone has read, share as a group.
Everyone shares main ideas and problem solves for the troublesome vocabulary
Reach a consensus on the main points
Write an individual 25 word abstract
Share individual summaries with the group
Compile a group summary (25 words or less)

12. This is About… (Finding deeper meaning)
Everyone reads the passage.
While you read make a list in the first column of the literal objects/ideas in the passage
Compile a class list of all ideas/objects literally mentioned in the passage
Read the passage again.
While you read make inferences and interpretations to determine what the passage is really about write these in the second column
Summarize what the passage is about by combining the information in the two columns.

13. “Fix it”??
How might summarizing help readers overcome stumbling blocks encountered during reading?

14. QAR (a question writing strategy)
Question Answer Relationships
Questioning Knowledge

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

16. 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

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

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

19. 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

20. 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?

21. Think & Search Questions:
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

22. 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.

23. Author & Me Questions: Question-Answer Relationships
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.

24. Author and Me questions may begin with statements like:
What motive is there . . .
Is it valid that . . .
What beliefs justify . . .
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

25. On My Own Questions: Question-Answer Relationships
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?

26. On My Own questions may begin with statements like:
What is your opinion about..
How would you…
How do you feel about…
What is your position on…

27. 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.

28. 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?

29. 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

30. 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

31. 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?

32. 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

33. 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.

34. 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?

35. 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)

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

37. 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?

38. 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.

39. 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.

40. Test as Genre (a fix up strategy for tests)
Start by brainstorming to develop schema on standardized tests
Who makes the tests?
What are they supposed to measure?
What are some universal features of standardized tests?
Identify the types of questions asked on a test (QAR) as a class
Model the process of approaching a test/test question
Explain what is needed to find the answers to several questions
Generate a class test taking strategy list
Have pairs write their own test questions

41. Reciprocal teaching (a collaboration strategy)
Everyone reads the passage
Divide the class into groups of 4-5
Each member of the group will lead a discussion about the passage
Summary
Predictions
Visualizations
Questions
Connections
Clarifications

42. Reading Apprenticeship
March 2, 2007
Reciprocal Teaching
Developed by Palincsar and Brown, 1984
To help struggling readers improve their reading comprehension through interactive dialogue
RT is a scaffolded discussion techniques built on four cognitive strategies good readers use comprehend text:
Questioning
Predicting
Clarifying
Summarizing
Incorporates the four dimensions of RA
Demystifies challenging text and moves students through it
Lays groundwork for subsequent DEEP DISCUSSIONS with rich disciplinary learning and exploration that is the ultimate goal of content reading
Must model…eventually, students should be able to move through the steps or parts of RT on their own as “good readers”—fade to independence
Students should work in groups of four or five at most.
Must learn and practice each cognitive strategy before RT can be successful.
DEFINE RECIPROCAL ON CHART PAPER
Pgs
Lincoln Intermediate Unit #12

43. Reading Apprenticeship
March 2, 2007
Summarizing
Provides the opportunity to identify and integrate the most important information in the text.
“The most important ideas are…”
“The main ideas is…”
“First,…next,…then,…”
The main characters are…”
Summarizing is extremely important in helping students’ comprehension by helping them construct an overall understanding of the text.
Helps them become proficient readers.
Must recall and reorganize only the imprt pieces of information
Knowledge of text structure and features is impt
In a story—character, setting, problem, events, resolution to help guide their summary.
In an informational text—determine impt points and arrange them in a logical order…must identify main idea and supporting detail
Lincoln Intermediate Unit #12

44. Reading Apprenticeship
March 2, 2007
Questioning
Reinforces Summarizing and takes the learner one more step toward comprehension.
When students generate questions, they are identifying significant information that provides the substance for a question. (Perhaps QAR, four levels of questions.)
Who? --What? --When?
Where/ --Why? --How?
What if?
Students increase their reading comprehension when they read the text, process the meaning, make inferences and connections to prior knowledge and finally, generate a question.
QAR
Lincoln Intermediate Unit #12

45. Reading Apprenticeship
March 2, 2007
Clarifying
Students identify parts of the text that are difficult to understand and ask themselves and one another for help.
They pay attn. to new vocabulary, unclear wording, difficult concepts, and try fix-up strategies such as rereading, context clues and discussion to clarify meaning.
“I didn’t understand the part…”
“I can’t figure out…”
What else can we do to understand …?”
When students identify and clarify difficult words and confusing portions of text, they are becoming strategic readers.
Very imprt for teachers to MODEL—for example, chunking a difficult word, blending sounds of a word, rereading, reading for clues, using background knowledge or talking with a friend
Tovani—fix-up strategies.
1. Stop and think
2. Reread
3. Adjust reading rate
Try to make connections text to text, text to world, text to self
visualize
Reflect
Use print conventions
Notice patterns in text structure
Lincoln Intermediate Unit #12

46. Reading Apprenticeship
March 2, 2007
Predicting
Students hypothesize about what the author might discuss next in the text and read on to confirm or disprove their hypothesis.
Requires activation of prior knowledge and making connections.
“I think…”
“I’ll bet…”
“I wonder…”
“I think this will be about…”
SEE HANDOUT
Preview text
By making predictions, readers are using the following processes: prior knowledge, thinking on a literal and inferential level, adding to their knowledge base, linkin efferent and affective thinking processes, making connections, filling the gaps in the author’s writing.
Lincoln Intermediate Unit #12

47. Reading Apprenticeship
March 2, 2007
Try it!
Break into Groups
Assign Roles
Summarizer
Predictor
Clarifier
Questioner
Visualizer – if 5 members
Connections- if 6 members (or if you want to allow more choices) Pg
Do the first chunk together. / group does from second chunk to next to last chunk in their groups / come back together to do final chunk
Keep chunks covered – only do one at a time
Point out the cards – on pg. 17 – 23
Talk about 47 – 52 … explain what each page
Lincoln Intermediate Unit #12

48. “Fix it”??
How might QAR, Test as Genre, RT, help readers overcome stumbling blocks encountered during reading?

49. RA Log
Add your ideas…