1. Reading Apprenticeship Workshop
Dr. Mark Ryan

2. What do you remember about your personal reading history?
When did you learn to read?
From whom? One person? Multiple people?
Can you recall how that person or people taught you to read?
Do you remember how you developed phonemic awareness?
Do you remember how you developed reading fluency?
Do you remember how you developed comprehension skills?

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.
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4. True or false
Reading Apprenticeship
Students today read at about the same levels as students thirty years ago.
However, the literacy demands on our society have risen dramatically.
As you can see, the amount of jobs requiring literate workers has increased and will continue to grow in the future.
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5. 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.
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6. 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.

7. Exploring the RA Framework

8. What Reading Apprenticeship Is NOT . . .
A packaged program
Just one strategy
A once and done deal
Before pg 5
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9. Reading Apprenticeship
RA is an approach to reading instruction that helps students develop the knowledge, strategies, and dispositions they need to become more powerful readers.
Partnership of Expertise
Teacher knowledge of as
Disciplined-based readers
Students’ unique strengths
As learners

10. RA helps students become better readers by:
Engaging students in more reading
Making teachers’ discipline based reading processes visible to students
Making students’ reading processes, motivations, understandings, and strategies visible to the teacher
Helping students gain insights into their own reading processes
Helping students develop problem solving strategies to improve comprehension

11. The Good Reader's Toolkit

12. 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.
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13. Social Dimension Creating Safety Sharing Book Talk
Reading Apprenticeship
Social Dimension
Creating Safety
Sharing Book Talk
Sharing Reading Processes, Problems, and Solutions
Noticing and Appropriating Others’ Ways of Reading
We want to take a minute to point out …. How we created safety / points other people gave
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14. Personal Dimension Developing Reader Identity Developing Metacognition
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.
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15. Cognitive Dimension Getting the big picture Breaking it down
Reading Apprenticeship
Cognitive Dimension
Getting the big picture
Breaking it down
Monitoring comprehension
Using problem solving strategies to assist and restore comprehension
Setting reading purposes and adjusting reading processes
We want to take a minute to point out …. How we created safety / points other people gave
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16. Reading Apprenticeship
Knowledge Dimension
Mobilizing and building knowledge structures (schema)‏
Developing content knowledge
Developing knowledge of word construction and vocabulary
Developing knowledge and use of text structures
Developing discipline and discourse specific knowledge
We want to take a minute to point out …. How we created safety / points other people gave
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17. RA Framework 2 Pillars Metacognition Extensive Reading 4 Dimensions
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.
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18. Metacognition
Thinking About Thinking

19. Making Thinking Visible
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.
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20. Metacognition Helps students understand that
Reading happens in our minds
And not on the page . . .

21. Mapping the Metacognitive Conversation
Noticing your thinking
Focusing on reading
Taking charge of reading
Becoming aware of subject area discourse

22. Reading Process Analysis

23. Model the Complexities
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!
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24. 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.
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25. Schema
Schema refers to the networks of concepts, beliefs, expectations, and information that is developed from our individual library of past experiences.

26. The Knowledge we draw on:
World Knowledge
Text Knowledge
Discipline Knowledge
Language Knowledge

27. When to Emphasize it?
Students need to activate and build schema at each stage of the reading process: as they prepare for and move INTO the reading experience, as they move THROUGH the reading, and as they move BEYOND the text, linking what they have read to other texts and ideas.

28. Scaffolding: A strategic instructional support
A scaffold provides enough help to allow the learner to accomplish the task at hand, but offers no more than is needed.
Gradually decreasing support while gradually increasing the difficulty of the text and task.

29. Reciprocal Teaching
RT is an instructional procedure designed to help struggling readers improve their reading comprehension through interactive dialogue.
Reciprocal Teaching provides opportunities in a socially supported environment for students to practice comprehension strategies good readers use to make meaning of text.
RT should be used for understanding not for learning discreet facts.

30. RT ROLES Discussion Leader/Facilitator Summarizer Questioner Clarifier
Predictor

31. A Way Of Questioning What We Read
Question/Answer Relationship
(QAR)
A Way Of Questioning
What We Read

32. Question-Answer Relationship

33. Just because you may struggle to read the text does not mean you can’t think about what you read.

34. Many readers try to answer questions using ONLY information from the text.
Other readers try to answer questions using ONLY their background knowledge.

35. Three Levels of Text Processing
Literal – getting the facts as stated in a text.
Inferential – requires readers to determine an appropriate answer drawn from the text and what they already know.
Critical – requires readers to think beyond what is stated in the text. Readers draw information from their prior knowledge to come up with great answers.

36. Question-Answer Relationships
Right There – Text explicit
Think & Search – Text implicit
Author & Me – Text implicit/experienced based
On My Own – experienced based

37. Question-Answer Relationships
Right There – The answer is directly stated in the text. In fact, the words from the question and the answer are included in the same sentence.

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.
What do I love to do?

39. 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.
What do I love to do? My Homework

40. Question-Answer Relationships
Think & Search- The answer is in the text, but the words from the question and the answer are not in the same sentence.

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.
How do I feel when I do what my teacher says I should?

42. 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

43. Question-Answer Relationships
Author & Me- The answer is not in the text, but the text provides information to use in the answer.

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.
Where are they taking me?

45. 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 and be supported by the text)

46. Question-Answer Relationships
On My Own- The answer is not in the text; it must come from the reader’s own experiences.

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.
Why is homework an important part of school?

48. 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.

49. Jerry picked up his bat, ball, and his glove
Jerry picked up his bat, ball, and his glove. He went to the playing field. Some boys were already hitting and catching fly ball.
What did Jerry pick up?
Where did Jerry go?
What game is Jerry going to play?
What is your favorite game?

50. How can this strategy be used to study new material?
Read the material thoroughly.
Determine the main idea(s) you want to know.
Develop questions from all four levels.
Reread the material and complete the study guide in order to ensure correct question levels.

51. 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.

52. Advantages of Talking to the Text
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
Pg and 37.
Leaves an enduring record of the students’ thinking
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53. Tips for Talking to the Text
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.
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54. Before Reading Before students read a piece of text, they should…
preview it to determine what type of text they will be reading (fiction, non-fiction, poem, news article, etc.).
examine the title for any clues it may give.
look at pictures, captions, headlines, and words that jump out at them.
make predictions regarding what the text will be about.

55. During Reading
As students are reading, they should make notations about:
any questions they have about the text.
comments they have about the piece.
any unfamiliar words and try to figure out their meanings using context clues.
what they wonder about while they read.
what confuses them as they read.

56. During Reading (cont.)
As students are reading, they should make notations about:
anything that reminds them of another text, their personal experiences, or how these connections help them to understand the text.
words, phrases, or sentences they find interesting.
big ideas that seem important to the text as a whole.
summary thoughts that capture the author’s main point.
any inferences or predictions made from clues in the text.

57. After Reading Once students have finished talking to their texts, …
they can discuss their notes/findings/questions in small groups first. This will allow classmates to help one another figure out word meanings, answer questions, and make connections.
Then, bring the whole class together to continue and eventually wrap up this discussion.
Students can also orally summarize the text or write their summaries down.

58. Word Walls Key academic vocabulary Consider such things as… -etymology
-word in a sentence
-definition in own words
-picture/image to help remember the meaning
Once up, they stay up for the year and are referenced in class discussions and activities

59. Sentence Frames

60. THIEVES