Strengthening Literacy through Reading Apprenticeship

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Strengthening Literacy through Reading
Apprenticeship

• January 17, 2008
• Staff Development Workshop

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Introductions

• 1. Do you expect your students to read a
  textbook and/or supplemental readings in your
  classes?
• 2. How well do your students meet your
  expectations?

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Do You Recognize These Students?

• Are inexperienced 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
• Have limited comprehension
• Are not held accountable for much reading
• Expend a lot of energy covering up what they
  dont understand

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Video Reading Between the Lives

• The Students Perspective
• On Reading

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Challenge and Opportunity

• Challenge
• Students (not only under-prepared students) are
  not reading in our classes
• Opportunity
• Create classrooms in which students can
• become active, successful readers.

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Reading Apprenticeship

• Metacognitive Conversation
• The professor serves as a master reader to his
  or her student apprentices.

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Dimensions of Reading Apprenticeship

• Personal
• Social
• Cognitive
• Knowledge Building

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Todays Workshop

• Capturing Your Reading Process
• Think Aloud Procedure
• Classroom Applications
• Save the Last Word for Me
• Question/Answer Relationship
• Annotation
• Assessment
• Ongoing Discussions

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Reading Apprenticeship makes the invisible
processes of reading visible

• Makes the teachers discipline-based reading
  processes and knowledge visible to students
• Makes students reading processes, motivation,
  strategies and knowledge visible to themselves,
  the teacher and to a community of learners.
• Helps students gain insight into and take control
  of their own reading.

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Reading Process Analysis Capturing Your Reading
Process

• Increase awareness of your metacognitive
  processes while reading
• Tap into your own problem solving processes while
  reading challenging texts

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Classroom Application Capturing Your Reading
Process

• Share metacognitive processes
• Set a purpose for reading
• Articulate subject-based expertise in reading
• Introduce comprehension problem solving
  strategies
• Show new approaches to reading tasks
• Teach reading process to teach content
• Build an inquiry community where thinking is
  valued

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Think Aloud with Textbook Reading
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Save The Last Word For Me

• Preparation
• 1. Actively read and annotate the text, one
  section at a time.
• 2. After reading the entire text, highlight at
  least two important ideas.
• 3. Bring the annotated and highlighted text to
  our next class.

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In Class Activity

• Groups of four with one timekeeper
• First person discusses his/her important idea for
  3 minutes.
• Everyone else responds to the quote in less than
  1 minute.
• First person has the last word in 1 minute
• Next person shares his/her important idea.
• Continue until all have shared.

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QAR Question-Answer Relationship

• Literal
• Read the lines
• Inferential
• Read between the lines
• Critical
• Read beyond the lines

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Questioning - David

• David woke up fifteen minutes late. As soon as
  he saw the
• clock, he jumped out of bed and headed for the
  shower, afraid
• hed miss the bus again. He looked in the dryer
  for his favorite
• jeans, but they were actually still in the
  washing machine. Dang! I
• told my sister to put my stuff in the dryer! Now
  what am I gonna
• wear today? After settling for a pair of baggy
  shorts and a Hilfiger
• rugby shirt, he grabbed a bag of chips and a soda
  from the
• kitchen, and searched frantically for his history
  book. When he
• found it, he put it in his backpack, along with
  his breakfast, his hat,
• and his lucky deck of cards. As he ran to the bus
  stop, he told
• himself, I will not stay up late watching
  wrestling anymore!

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QAR Question-Answer Relationship

• Literal
• What did David look for before he left the house?
• Inferential
• Where was David heading that morning?
• Critical
• Should teenagers be allowed to watch television
  on school nights?

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Classroom ApplicationTips for Modeling
Annotation

• Set a purpose
• Provide an overhead of selected text
• Write notes, make connections, create test
  questions, make predictions
• Circle and underline key vocabulary words in
  text
• Note problems understanding text

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Student Outcomes Annotation and QAR

• Provide a purpose for reading
• Give students an independent opportunity to
  engage metacognitively with the text
• Prepare students to discuss texts and their
  reading process
• Develop a habit of the metacognitive process
  while reading
• Create active readers and deepens their thinking

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ASSESSMENT
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Reading Apprenticeship

• Ongoing Discussion Group