Reading Apprenticeship Workshop Dr. Mark Ryan. What do you remember about your personal reading history? When did you learn to read? From whom? One person?

Reading Apprenticeship Workshop

Dr. Mark Ryan

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?

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.

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.

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.

• 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.

Exploring the RA Framework

What Reading Apprenticeship Is NOT . . .

• A packaged program

• Just one strategy

• A once and done deal

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 asDisciplined-based readers

Students’ unique strengthsAs learners

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

The Good Reader's Toolkit

SOCIAL DIMENSION

Creating safety

Investigating relationshipsbetween literacy and power

Sharing book talk

Sharing reading processes,problems, and solutions

Noticing and appropriatingothers' ways of reading

PERSONAL DIMENSION

Developing reader identity

Developing metacognition

Developing reader fluency andstamina

Developing reader confidence andrange

Assessing performance and settinggoals

COGNITIVE DIMENSION

Getting the big picture

Breaking it down

Monitoring comprehension

Using problem-solving strategiesto assist and restorecomprehension

Setting reading purposes andadjusting reading processes

KNOWLEDGE-BUILDINGDIMENSION

Mobilizing and building knowledgestructures (schemata)

Developing content or topicknowledge

Developing knowledge of wordconstruction and vocabulary

Developing knowledge and use oftext structures

Developing discipline- and

Dimensions of Reading Apprenticeship

Social Dimension

• Creating Safety

• Sharing Book Talk

• Sharing Reading Processes, Problems, and Solutions

• Noticing and Appropriating Others’ Ways of Reading

Personal Dimension

• Developing Reader Identity

• Developing Metacognition

• Developing Reader Fluency and Stamina

• Developing Reader Confidence and Range

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

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

RA Framework• 4 Dimensions

– Social– Personal– Cognitive– Knowledge-Building

• 2 Pillars–Metacognition–Extensive Reading

Metacognition

Thinking About Thinking

Making Thinking Visible

Metacognition

Helps students understand that

Reading happens in our minds

And not on the page . . .

Mapping the Metacognitive Conversation

• Noticing your thinking• Focusing on reading• Taking charge of reading• Becoming aware of subject area discourse

Reading Process Analysis

A Think Aloud

Is a way to

Model the Complexities &

Solutions of Reading

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.

Schema

Schema refers to the networks of concepts, beliefs, expectations, and information that is developed from our individual library of past experiences.

The Knowledge we draw on:

• World Knowledge• Text Knowledge• Discipline Knowledge• Language Knowledge

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.

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.

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.

RT ROLES

• Discussion Leader/Facilitator• Summarizer• Questioner• Clarifier• Predictor

A Way Of Questioning What We Read

Question-Answer Relationship

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

Many readers try to answer questions using ONLY information from the text.

Other readers try to answer questions using ONLY their background knowledge.

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.

Question-Answer Relationships

Right There – Text explicit

Think & Search – Text implicit

Author & Me – Text implicit/experienced based

On My Own – experienced based


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.

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?




What do I love to do? My Homework


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




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




How do I feel when I do what my teacher says I should? So good


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




Where are they taking me?




Where are they taking me? Hospital, Mental facility, etc. (answer must make sense and be supported by the text)


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




Why is homework an important part of school?




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.

Jerry picked up his bat, ball, and his glove. He went to the playing field. Some boys were already hitting and catching fly ball.

1. What did Jerry pick up?

2. Where did Jerry go?

3. What game is Jerry going to play?

4. What is your favorite game?

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.

Talking to the Text

• Writing down your thoughts, questions, visualizations, connections, etc. as you read.

• Think aloud on paper

• A written record of your thoughts as readings.

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

•Leaves an enduring record of the students’ thinking

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.

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.

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.

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.

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.

Word WallsKey academic vocabularyConsider 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

Sentence Frames

THIEVES

Documents

Reading Apprenticeship Workshop Dr. Mark Ryan. What do you remember about your personal reading history? When did you learn to read? From whom? One person?