1. Strengthening Adolescent Literacy through Reading Apprenticeship®
Presented By:
CASD with assistance from Lincoln IU 12
Lincoln Intermediate Unit #12

2. The Quiet Crisis

3. Reading Apprenticeship
True or False
After graduation, most students will choose to read a textbook on a daily basis.
86% of daily adult reading is nonfiction.
Magazines, newspapers, applications, warranties, contracts, policy statements, manuals, consumer and workplace documents, ballots, menus, coupons, and Internet information.
Newspapers, magazines, cookbooks required the same type of reading and are seen as positive reading material. Interacting with a text through it’s features needs to be taught and modeled so students can manipulate real life reading materials when they graduate.
Lincoln Intermediate Unit #12

4. Two in three high school students read below grade level.
U.S. Department of Education 2003
Only 35% of students about to graduate can read at grade level.
National Assessment of Educational Progress

5. Reading Apprenticeship
True or false
Students today read at about the same levels as students thirty years ago.
However, the literacy demands on our society have risen dramatically.
Decade
Professional Jobs
Skilled Jobs
Unskilled Jobs
1950
20%
60%
1990
2010 ?
As you can see, the amount of jobs requiring literate workers has increased and will continue to grow in the future.
Lincoln Intermediate Unit #12

6. Reading Apprenticeship
True or False
The California Department of Education looks at fourth-grade reading scores to determine how much money the state needs to allocate for building future prison space.
It is expensive to be poor because they are often taken advantage of.
Lincoln Intermediate Unit #12

7. 90% of what is being read in America today is read by 10% of the population.
As a high school teacher, you may be the students last chance to develop a level of proficiency that will enable them to fend for themselves, to avoid the oppression that often afflicts the uninformed in our society.

8. Reading Apprenticeship
The Case for Optimism:
Reading Apprenticeship

9. Reading Apprenticeship is the result of a literacy research and professional development project at WestEd – a nonprofit education research, development and service agency headquartered in San Francisco, CA.

10. Two hundred students pre and post tested in May and October had improved their reading comprehension from an average late 7th grade level to an average late 9th grade level.
Reading for Understanding p. 14

11. One 9th grader said, “What I can really do what I didn’t do before was think about what the book is saying and try to reflect and give some thought to what is going on in the book instead of closing it and not thinking anything when I read it”
Reading for Understanding p. 15

12. Equally significant were impressive changes in reading attitudes and habits.
Follow up studies showed not only the reading gains were holding, but those students continued to grow at an accelerated rate.

13. Personal Reading History
Reading Apprenticeship
Personal Reading History
How did you develop as a reader???
Experiences? (highs/lows)
Feelings? (insider/outsider)
Literacy Development? (supports/roadblocks)
Look on Page 3.
Lincoln Intermediate Unit #12

14. Personal Reading History
Reading Apprenticeship
Personal Reading History
Take a few minutes to personally reflect and jot down some memories.
Share some of your experiences with your colleagues at your table.
Whole Group Sharing
Still pg 3
Lincoln Intermediate Unit #12

15. Exploring the RA Framework

16. Do You Recognize The Kids Who…?
Reading Apprenticeship
Do You Recognize The Kids Who…?
Are inexperienced but not beginning readers
View reading as only a school- based activity
Lack confidence and are mentally passive with academic reading
Appear to have limited knowledge of topics in school texts
Before pg. 5….. explain
Lincoln Intermediate Unit #12

17. Do You Recognize The Kids Who…?
Reading Apprenticeship
Do You Recognize The Kids Who…?
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
Before pg. 5
Have teachers fill out worksheet on Classroom Reading Materials and Approaches survey. Pg. 4A
Lincoln Intermediate Unit #12

18. What Reading Apprenticeship Is NOT . . .
A packaged program
Just one strategy
A once and done deal
Before pg 5
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19. Reading Apprenticeship
What RA is . . .
Supporting & enhancing each other’s learning
A compilation of strategies
A lifelong way of learning
Just plain, good teaching!
Notes:
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20. Reading Apprenticeship
The Post – It Pause
Explain – write questions on Post – It. We will answer in a few minutes…
Explain RA Log – this is in front. Quick Reference – you can put strategies in here and how you can use them.
Lincoln Intermediate Unit #12

21. Reading Apprenticeship
Dimensions of Reading Apprenticeship
Pg Give an overview. Remind teachers – they may not understand all dimensions at this moment, but they will by the end. Students will draw from all 4 dimensions. Take 5 minutes – Read pg. 6 to gain a better understanding of what the 4 dimensions are.
Stress that this binder is your Resource Binder. You may want to review things you want to focus on.
Lincoln Intermediate Unit #12

22. Reading Apprenticeship
Social Dimension
Creating Safety
Sharing Book Talk
Sharing Reading Processes, Problems, and Solutions
Noticing and Appropriating Others’ Ways of Reading
Pg. 9 – we will focus on social today.
We want to take a minute to point out …. How we created safety / points other people gave
Lincoln Intermediate Unit #12

23. Dimensions of Reading Apprenticeship

24. Reading Apprenticeship
Personal Dimension
Developing Reader Identity
Developing Metacognition
Developing Reader Fluency and Stamina
Developing Reader Confidence and Range
Pgs. 11 – 12. You can do personal dimensions several ways… The first activity we did – about personal history. Or …. Worksheet on 12A. Student Reading Survey – this is something you can give to your students.
Lincoln Intermediate Unit #12

25. Capturing the Reading Process
Reading Apprenticeship
Capturing the Reading Process
Pgs 13, 14, and 15. Do not let them start just yet!
Lincoln Intermediate Unit #12

26. Before Reading the Article
Reading Apprenticeship
Before Reading the Article
What expectations do you have about the text?
What predictions do you have about what you will be reading?
Talk teachers through what their expectations are for the Genome article. But not too much. Simple answers.
Lincoln Intermediate Unit #12

27. Reading Apprenticeship
Genome Article
Read through the Genome Article in your binder.
Just read it naturally – the way you normally would read an unfamiliar text.
After you have completed the article, take a few minutes to think about HOW you read it and WHAT you did to make sense of the text.
Now teachers read Genome Article. After they read – fill out pg Discuss how they read. Talk about – if they do something like this with their students, they could construct a good reader tool kit. A poster with reading strategies… If you want more information about creating a good reader strategies – see page 24, 25, 26, and 27
Lincoln Intermediate Unit #12

28. Reading Apprenticeship
Video Clip
Getting Started with RA
Lisa has video clip. Pgs
Lincoln Intermediate Unit #12

29. Reading Apprenticeship
Gathering Evidence
I Saw I Thought
Teachers should fill this out while they watch the video. After Video – go over double entry journal. Pg 20A
Double Entry Journal
Lincoln Intermediate Unit #12

30. Reading Apprenticeship
RA Framework
4 Dimensions
Social
Personal
Cognitive
Knowledge-Building
2 Pillars
Metacognition
Extensive Reading
This is where you discuss 4 dimensions and 2 pillars. Review all 4 dimensions. Introduce 2 pillars.
Lincoln Intermediate Unit #12

31. Metacognition
Thinking About Thinking

32. Metacognition
A conversation about the thinking processes that students and teachers engage in as they read.
It links the four dimensions.
It is both internal and external.
It is not to be confused with the cognitive dimension.

33. Metacognition Helps students understand that
Reading happens in our minds
And not on the page . . .

34. Reading Apprenticeship
Making
Thinking
Visible
Pipe Cleaner Activity. Talk about VISUALISING reading. If you want to do this with your students – directions are on pg. 23.
Lincoln Intermediate Unit #12

35. Reading Process Analysis

36. Reading Apprenticeship
A Think Aloud
Is a way to
Model the Complexities
&
Solutions of Reading
We should get an article – the night before / copy / and model a think aloud. (one presenter) Show next slide first!
Lincoln Intermediate Unit #12

37. Reading Apprenticeship
Think Aloud
As a “Think Aloud” is modeled, pay attention to the “thinking” that the person is making visible.
Jot down a few strategies you see used.
Put this slide up before the presenter models the think aloud.
Lincoln Intermediate Unit #12

38. Reading Apprenticeship
Strategies We Saw
Talk About them…. Don’t bother to type them up. Go to page 31 and 33. These are bookmarks – very useful.
Lincoln Intermediate Unit #12

39. Talking to the Text Think aloud on paper
Writing down your thoughts, questions, visualizations, connections, etc. as you read.
Think aloud on paper
A written record of your thoughts as readings.

40. Reading Apprenticeship
Advantages of
Talking to the Text
Allows students to feel safer and better prepared to discuss texts
Allows time to analyze personal reading processes
Allows students to choose which comments to share
Engages students with the text
Pg and 37.
Especially helpful for second language learners
Leaves an enduring record of the students’ thinking
Lincoln Intermediate Unit #12

41. Reading Apprenticeship
Tips for Talking to the Text
Be sure to have plenty of “white space” in which to have students write.
When copying is an issue, try using post it notes.
Try using “pre-written” post it notes to save students from writing repeated comments.
Try folding a piece of paper lengthwise for students to place next to the text with their comments.
Set expectations for a variety and quantity of questions and comments.
Allow yourself the luxury of taking time – It does take time for the students to use TttT initially.
Pg 36. Now do pg We are going to see a video with a class talking to the text using a Poem, Old Man. We will talk to the text first using the same poem. Then we can watch the class do it. The poem is on pg. 43 and 44. Put the poem up on overhead. Have presenter do the first part of it. Have teachers finish the poem… Now talk to the text.
Lincoln Intermediate Unit #12

42. Reading Apprenticeship
Video Clip
Rita Jensen
“Talking to the Text”
Show Video. Have teachers fill out pg. 45 while they watch the video.
Lincoln Intermediate Unit #12

43. Reading Apprenticeship
Gathering Evidence
I Saw I Thought
This is what they should fill out while they watch the video. At this point – discuss with class what they saw / thought., etc. Now look at bookmarks on pg. 47 – 50.
Lincoln Intermediate Unit #12

44. Reading Apprenticeship
Looking Ahead
More TttT, Focus on Cognative Dimension.
Lincoln Intermediate Unit #12

45. Reading Apprenticeship
Wrapping It Up!
Questions?
Concerns?
Items for Next Session?
Supplemental material – pgs. 51 – 71. If you want to check it out.
Lincoln Intermediate Unit #12

46. 3 Minute Pause Summarize Key Points So Far Add Your Own Thoughts
Pose Clarifying Questions
Adapted from Jay McTighe

47. Reading Apprenticeship
Post-It
Pause
Ask audience to write a comment or question about what they are thinking (metacognition).
Place post-it aside.
Lincoln Intermediate Unit #12

48. Reading Apprenticeship
Post-It
Pause
Ask audience to write a comment or question about what they are thinking (metacognition).
Place post-it aside.
Lincoln Intermediate Unit #12