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Los Angeles County Office of EducationDivision of Curriculum and Instructional Services
Reading Apprenticeship Trainingin the Science Classroom
Becoming Scientific Thinkers and Readers
Presented byDean Gilbert
Consultant, Science Education
Strategic Science Teaching © 2012 Used with Permission from the Los Angeles County Office of EducationLos Angeles County Office of Education http://sst.lacoe.edu
READING APPRENTICESHIP GOAL: To help students become more active, strategic, and independent readers by
• Supporting students’ discovery of their own reasons to read and ways of reading
• Modeling disciplinary ways of reading in different subject areas and genres
• Guiding students to explore, strengthen, and assess their own reading
Why teach science?
According to the authors of Project 2061: Science For All Americans
…science education should help students to develop the understandings and habits of mind they need to become compassionate human beings able to think for themselves and to face life head on.
Metacognitive Conversation
At the Center
Thinking about thinking enables readers to
• Become consciously aware of their mental activity
• Makes the invisible cognitive activities visible
• Assess the impact of their thinking processes
Capturing the Reading Process
Review... “Content Area Reading Process Analysis” worksheet FQIP: Focus, Question, Imagine, PredictRead... Friction at the Atomic Scale
Capturing the Reading Process
Talk to the Text... Make notes in the margins, underline, highlight, and circle words; ask questions, make comments and predictions.
Return to the Content Area Reading Process Analysis worksheet... Reflect upon the reading and provide comments in each square.
Small Group Discussion
How can we apprentice young people to become scientific readers and thinkers?
Small Group Discussion
What did the students do?
What did the teacher do to apprentice the students?
Small Group Discussion
How did the teacher support each of the four dimensions of the Reading Apprenticeship model?
Social DimensionPersonal Dimension
Cognitive Dimension
Knowledge-Building Dimension
DIMENSIONS OF READING APPRENTICESHIP
Metacognitive Conversation
Supporting Reading Apprenticeship
SOCIAL DIMENSION
• Creating safety
• Investigating the relationship between literacy and power
• Sharing book talk
• Sharing reading processes, problems, and solutions
• Noticing and appropriating others’ ways of reading
Supporting Reading Apprenticeship
PERSONAL DIMENSION
• Developing reader identity
• Developing metacognition
• Developing reader fluency and stamina
• Developing reader confidence and range
Supporting 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
Supporting Reading Apprenticeship
KNOWLEDGE-BUILDING DIMENSION
• Mobilizing and building knowledge structures (schemata)
•Developing content or topic knowledge
•Developing knowledge and use of text structures
•Developing discipline- and discourse-specific knowledge
The next question...
How can we transfer the Reading Apprenticeship framework to a classroom setting?
Capturing Reading Processes with Reading Strategies Lists
Set the purpose for students...
Ask students: What do skilled science readers do when they read?
Make a list of “Reading Strategies.”
Assign a piece of text to read.
What did you notice? What was hard? What did you do to make sense of text your read?
Share, revise, revisit...
Modeling and Practicing Think-Aloud with Science Text
Set the purpose for students...
Demonstrate and model strategies on bookmarks and checklists: predicting, picturing, summarizing, questioning, identifying problems, using fix-up strategies.
Students practice with science text.
Pair share.
Repeat with different paired configurations.
Revise Reading Strategies List.
Talking to the Science Text
Set the purpose for students...
Demonstrate on overhead projector.
Students practice with science text.
Pair share.
Revise Reading Strategies List.
Repeat with different paired configurations.
Double-Entry Journals: I saw…I thought...
I saw in the text… I thought… (Evidence/quotes from the text.) (What you thought or
understood as you read.)
Reciprocal Teaching …we learn best when we teach others
Summarizing: identifying and condensing the most important points in the text.
Questioning: formulating questions about what you don’t know, what you need to know, or what you would like to know.
Clarifying: making sense of confusing text and potential barriers to comprehension.
Predicting: using information already given in the text to formulate a guess about where the text “is going.”
Remember...
Reading involves complex, invisible processes.
Making these processes visible helps students
become independent, strategic readers.
Students need to be apprenticed by content area teachers.
Students are motivated to become strategic scientific readers and thinkers when they are
active agents in their own learning.
Concept Development
Design a graphic organizer that reflects your understanding of the relationship between Reading Apprenticeship and research-validated comprehension strategies.
How are they the same? Different?
How do they relate to one another?