1. Reading Apprenticeship Basics
CEA Conference
Ginger Burnett, Walla Walla Community College GED Instructor

2. Welcome! Thank you so much for being here today! Today’s Workshop
Overview
Norms
The RA Four Dimensions
Introduction to Metacognitive Routines:
Think Aloud
Talking to the Text.
The Golden Line
Your Take-Aways
Welcome!
Thank you so much for being here today!

3. Where is Reading Apprenticeship Working?
Holy cow, nationwide in middle and high schools!
Community College Statewide Communities of Practice: CA, WA, MI
CA STEM Network
Integrated Reading and Writing Courses
First Year Experience Courses
*Every kind of college course, from welding to philosophy to physics

4. Creating a Community of Learners
Think of a time when you were in a learning situation in community that went very well for you.
What would it take to make today’s workshop that kind of successful learning environment for you?
Creating a Community of Learners
Setting Norms
Every voice counts.

5. Reading Apprenticeship Professional Learning
Today you will get the opportunity to practice
“making thinking visible”
within a supportive community of practice.
Collaborative, metacognitive learning experiences
Think Aloud
Talk to the Text
The Golden Line
How we do PD, mention RAP/ CoP

6. Before we start, let’s take a moment to think about these questions.
What makes an insider? What makes an outsider?

7. Helps you to practice making your thinking visible, so you can model effective ways of reading texts in your discipline for students
Helps to give names to the cognitive strategies that we use to comprehend text
Helps to notice text structures and how we navigate various genres to build confidence, range, and stamina
Think-Aloud
Helps students to notice and say when they are confused, gives them opportunity to say what they’re thinking, and use each other as resources for making meaning

8. Think-Aloud Modeling to and teaching your students to think aloud
is a Powerful Tool.
Others are listening so it
Helps all the students.
They will be sharing what they
know, what they don’t know,
and what they are thinking.
They will be making connections.

9. The Reading Apprenticeship Framework
A partnership of expertise between the teacher and students .
I’ll model Think-Aloud using the Four Dimensions of Reading Apprenticeship.
Reading Apprenticeship is a both an instructional framework for teachers and a professional development model for teachers’ own learning. The model has been developed over the last 20 years with teachers and researchers working together in continuous cycles of development, investigation and refinement. We work with middle school, high school and community college teachers of all subject areas.
Our national office is located in Oakland CA and is part of WestEd, a large education non-profit with offices in 8 states.

10. But for out students….. a Think-Aloud can feel daunting!
Sometimes the prior knowledge our students have about education is that it can be
discouraging, embarrassing and overwhelming.
Words can all become just a blur!
Our students need to know that a Think-Aloud
is more about what pops into their heads while
they read *including, and sometimes MOST
IMPORTANTLY, the questions they have about it.

11. Dimensions of Reading Apprenticeship

12. Debrief Think Aloud What was the Think- Aloud experience like?
What did you notice you or your partner doing?
Could you see yourself trying a Think Aloud with your students and your class text(s)?
Where does this activity fit in the dimensions?
Debrief Think Aloud
_______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________ _______________________

13. This strategy is basically a think-aloud on paper
This strategy is basically a think-aloud on paper. It differs from think-aloud in two key ways:
the individual reflection on the reading process is written, not spoken
the metacognitive conversation is delayed until *after the individual reading and reflecting
Talking to the Text

14. Talking to the Text
Talking to the Text (TttT) is a Reading Apprenticeship® (RA) routine that helps the reader learn how to figure out the meaning of text based on
his or her schema,
paying attention to the text,
and
by focusing on his or her metacognitive processes (thinking about their thinking)
as the reader reads on to make meaning of the text.

15. How does a student learn how to Talk to the Text?
 TttT is a problem-solving routine.
This is a scaffold to allow students to work with the text independently before sharing in the group, which really helps the readers who benefit from multiple readings of text and provides more time for reflection.
TttT uses written comments to showcase the student’s thinking and metacognitive thoughts, including, and again possibly most importantly, the questions they have.
How does a student learn how to TttT?
A reader will write in the margins, make notes, underline and circle words, ask questions, and make comments and predictions.  The reader notes what he knows, what is thinking about, what connections he sees or does not see, what his predictions might be, etc.

16. Talk to the Text
Use the space on your paper to capture your reading. You may use the following phrases to help echo your thoughts. A questions I have is… I predict… Does this make sense? This relates to my life… Something important I see is… I’m confused about… Aha! Now I see… What I do know is… What does this work mean? How does this relate to… What does the symbol mean? It reminds me of…

17. Talk to the Text Reproduction and Heredity
A reader will write in the margins, make notes, underline and circle words, ask questions, and make comments and predictions. The reader notes what he knows, what he is thinking about, what connections he sees or does not see, what questions he has, and what his predictions might be, etc.
Talk to the Text
Reproduction and Heredity

18. Debrief Talk to the Text
How did it feel to Talk to the Text?
What similarities and differences did you notice about Thinking Aloud and Talking to the Text?
What might be some of the benefits and burdens of engaging students in Talking to the Text in your own classes?
Where does this fit in the dimensions charts?
Debrief Talk to the Text
Now that we’ve practiced two core classroom routines, we will move on to building a key Reading Apprenticeship teacher capacity—the disposition to identify and build upon student literacy strengths

19. In a Reading Apprenticeship Classroom, one will notice:
The teacher briefly modeling to make his or her thinking visible
The students engaging in guided practice of what the teacher has modeled
Students talking with one another about their experiences with the reading
In a Reading Apprenticeship Classroom, one will notice:
Page

20. In Reading Apprenticeship Classrooms, Teachers
Focus on comprehension and metacognitive conversation
Create a climate of collaboration
Provide appropriate support while emphasizing student independence
In Reading Apprenticeship Classrooms, Teachers
Page

21. The Reading Apprenticeship Framework
Reading Apprenticeship instructional routines and approaches are based on a framework that describes the classroom in terms of four interacting dimensions that support learning:
Social, Personal, Cognitive, and Knowledge-Building.
So, for example, teachers work with students to create classrooms where students
feel safe to share reading processes, problems, and solutions.
Students develop sturdy reader identities.
They learn how to monitor their comprehension and how to restore it when it breaks down.
And they use schema they have as they build new knowledge.
These four dimensions are woven into subject area teaching through Metacognitive Conversation — conversations about the thinking processes students and teachers engage in as they read.

22. Goal of RA The overarching goal of RA is increasing their
confidence and competence as
independent, critical readers
&
competent learners.
Eliminating FEAR will aid in reaching this goal!
Letting them know they have schema gives them courage!

23. Definitions
metacognition: thinking about your thinking or a conscious awareness of your thinking processes while they are happening
schema: knowledge or information you have about a topic that helps you make connections to new
knowledge or information related to that topic
engagement: active mental involvement in reading and learning
chunking: breaking up a text or sentence into pieces small enough for you to understand

24. The Golden Line
The Golden Line is a routine that asks students to note or highlight a “golden line”— a line from a text that is particularly meaningful to the student for *some reason. This is a protocol you can use with any text you want students to read. What it’s good for: *Creating a low-risk way for all students to access to text and participate in activities *Focusing attention on crucial parts of a text *Making personal connections to a text *Assessing students’ interests and understanding *Looking for patterns/tendencies in a class as a whole

25. Dimensions of the Reading Apprenticeship Classroom and Framework
What is your Golden Line? ___________________________ __________________________________________________ __________________________________________________ Why did you pick it?_________________________________ __________________________________________________ __________________________________________________ How does it relate to the lesson? ______________________ __________________________________________________ __________________________________________________ le-resources/

26. Reading Apprenticeship
Reading Apprenticeship is an approach to reading instruction that helps young people develop the knowledge, strategies, and dispositions they need to become more powerful readers. It is at heart a partnership of expertise, drawing on what teachers know and do as discipline-based readers, and on students’ unique and often underestimated strengths as learners.
Reading Apprenticeship helps students become better readers by:
engaging students in more reading—for recreation as well as for subject-area learning and self-challenge;
making the teacher’s discipline-based reading processes and knowledge visible to students;
making students’ reading processes, motivations, strategies, knowledge, and understandings visible to the teacher and to one another;
helping students gain insight into their own reading processes;
and helping them develop a repertoire of problem-solving strategies for overcoming obstacles and deepening comprehension of texts from various academic disciplines.

27. Examples
So, for example, teachers work with students to create classrooms where students feel safe to share reading processes, problems, and solutions. Students develop sturdy reader identities. They learn how to monitor their comprehension and how to restore it when it breaks down. They use schema they have as they build new knowledge.
These four dimensions are woven into subject area teaching through Metacognitive Conversation — conversations about the thinking processes students and teachers engage in as they read. The context in which this all takes place is Extensive Reading — increased in-class opportunities for students to practice reading in more skillful ways.

28. Reading Apprenticeship Framework
Teachers using the Reading Apprenticeship framework regularly model:
a) disciplinary-specific literacy skills
b) help students build high-level comprehension strategies,
c) engage students in building knowledge by making connections to background knowledge they already have and,
d) provide ample guided, collaborative, and individual practice as an integral part of teaching their subject area curriculum.

29. Time to Think
Use the blank four dimensions notetaker to capture your thoughts:
What have you learned today?
What can you try in class next week?
Do you feel like an insider or outsider? _______________________ _______________________

30. Communities of Practice
Statewide CoPs
Offer support for faculty to participate in Reading Apprenticeship Professional development
Culture of ongoing and sustained professional learning—this takes practice
Apprenticeship model; faculty co-create the intervention (grounded in stable framework)
Make room for recursivity
Create safety, connectedness for risk- taking
Make room for growth
Promote shame resilience
Help us work productively with expertise

31. Invitation to further inquiry
Read excerpts and download Chapter 2 of our core text at
readingapprenticeship.org
Invitation to further inquiry
Six-week online course
3-day seminar
Summer Leadership training for RA facilitators
Summer STEM Institute
org/publications/downloadable-resources/