Making It Real: Integrating Reading Apprenticeship Strategies in Your Class

7/31/2019 Making It Real: Integrating Reading Apprenticeship Strategies in Your Class

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Making it Real:Integrating Reading Apprenticeship

Student Success Conference 2012

Nika Hogan, Pasadena City College, SLI, 3CSN

Jane Wolford, Chabot College

http://ra.3csn.org


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WestEds

Strategic Literacy Initiative (SLI)

A professional development and research

organization focusing on improving

academic literacy in diverse populations of

adolescents and post-secondary students

using Reading Apprenticeship, a research-

based instructional framework.


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Reading Apprenticeship

A partnership of expertise between the

teacher and students, drawing on what

content area teachers know and do as skilled

discipline-based readers and on learners

unique and often underestimated strengths


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Dimensions of Reading Apprenticeship


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Our Goals with Reading

Apprenticeship:

Help students learn to read and think like

insiders (experts) in a subject area

Overcome our own expert blind spotblending subject-area knowledge with

important understandings of how novices

acquire the conventions, rituals, and

expectations of discourse in that field


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RA helps to develop more

powerful readers

Engaging students in more readingfor

recreation, subject-area learning, and self-

challenge

Making the teachers discipline-based reading

processes visible to the students;

Making students reading processes,

motivations, strategies, knowledge, andunderstanding visible to the teacher and to one

another;

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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 oftexts from various academic disciplines

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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 abouttheir experiences with the reading


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In Reading Apprenticeship

Classrooms, Teachers

Focus on comprehension and metacognitive

conversation

Create a climate of collaboration

Provide appropriate support whileemphasizing student independence


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Consider Schema

World/ Personal: Schema from your lived

day to day experience

Text: Schema about how different text

forms and genres are structured

Discipline: Schema learned as a result of

school; specialized knowledge

Language: Schema about how words are

built and fit with other words


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Planning to embed literacy goals

If you have a current course text with you,

get it out now.

Otherwise, choose one of the texts we haveprovided (Biology, Chemistry, History,

English, Math, Nursing).

You will get to take turns being an expertand a novice in this activity.


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With your partner, take a closer

look at Text #1

Discuss the novice partners experience

reading the text and consider with one

another what challenges students mighthave with the text.

Make notes on the Text and Tasknotetaker.


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Still with Text #1

Choose a key chunk of text, one that:

Contains an important concept; or

Is particularly challenging; orSpeaks to an instructional goal in terms of

content or literacy.

Novice does a Think Aloud with the

chunk of text while Expert takes notes


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Articulate literacy goals for text

#1

What RA routine might be most helpful for

students to use when grappling with this

text? What kinds of supports can you design to

build on students strengths and extend their

fluency, stamina, and comprehension as a

reader of texts in your discipline.


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Time to take a closer look at Text

#2

Discuss the novice partners experience

reading the text and consider with one

another what challenges students mighthave with the text.

Make notes on the Text and Tasknotetaker.


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Still with Text #2

Choose a key chunk of text, one that:

Contains an important concept; or

Is particularly challenging; orSpeaks to an instructional goal in terms of

content or literacy.

Novice does a Think Aloud with the

chunk of text while Expert takes notes


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Articulate literacy goals for text

#2

What RA routine might be most helpful for

students to use when grappling with this

text? What kinds of supports can you design to

build on students strengths and extend their

fluency, stamina, and comprehension as a

reader of texts in your discipline.


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Debrief Activity

Having any novice reader make their

thinking visible with a text that falls within

your expert blind spot is usually a veryeye-opening experience!

When we read with students in mind, we

can plan to support literacy acquisition as

we teach towards our content matter.


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Lesson planning to support both

content and literacy goals

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Invitation to ongoing inquiry

3CSN is supporting a statewide Community

of Practice in Reading Apprenticeship, the

Reading Apprenticeship Project1-day and day follow up workshops

3-day seminar

Summer Leadership training for RA facilitators

Six-week online course, September 24-

November 2 or October 8-November 16

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We welcome your feedback!

What worked well to support your learning

and instructional planning in todays

workshop? What questions remain?

Would you like more information about

Reading Apprenticeship professionallearning?

[email protected]

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Making It Real: Integrating Reading Apprenticeship Strategies in Your Class