Reading Apprenticeship:
Using Evidence/Interpretation Logs to Enhance
Reading Comprehension
MinneTESOL
November 15, 2014
Kiara Gilman Buchanan
Carlynn Miller-Gore
Session Objectives
Describe the basic
aspects and value of the
Reading Apprenticeship®
framework.
Handout Page 2
Session Objectives
Use an Evidence/
Interpretation log to
engage critical
thinking when
reading and
discussing texts.
EVIDENCE
INTERPRETATION:
from the article:
I read in the text…
I think/I wonder about /
I made a connection
Handout Page 2
Session Objectives
Connect with a
community of instructors
using Reading
Apprenticeship methods.
Handout Page 2
Session Objectives
Access a resource &
collaboration tool for
Reading Apprenticeship
on the web.
Handout Page 2
Session Objectives
◆ Describe the basic aspects and value of the Reading
Apprenticeship® framework
◆ Use an Evidence/Interpretation log to engage critical
thinking when reading and discussing texts.
◆ Connect with a community of instructors using Reading
Apprenticeship methods
◆ Access a central resource and collaboration site for
Reading Apprenticeship tools
Handout Page 2
Name this teaching tool...
Think-Pair-Share Reading Strategies
Think:
◆ What strategies do you use now to build reading skills?
◆ What are the gaps in your current strategies?
◆ What challenges do you face?
◆ What questions/needs are you bringing to this session?
Handout Page 2
Think-Pair-Share Reading Strategies
Think:
◆ What strategies do you use now to build reading skills?
◆ What are the gaps in your current strategies?
◆ What challenges do you face?
◆ What questions/needs are you bringing to this session?
Pair: Share your responses with a partner.
Handout Page 2
Think-Pair-Share Reading Strategies
Think:
◆ What strategies do you use now to build reading skills?
◆ What are the gaps in your current strategies?
◆ What challenges do you face?
◆ What questions/needs are you bringing to this session?
Pair: Share your responses with a partner.
Share: List group strategies, challenges and questions.
Handout Page 2
Think-Pair-Share Reading Strategies
strategies
challenges/gaps
questions
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Dimensions of Reading Apprenticeship
◆Social
◆Personal
◆Knowledge-Building
◆Cognitive
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Dimensions of Reading Apprenticeship
Social
Creating Safety
Sharing book talk
Investigating relationships between literacy and power
Sharing reading processes, problems, and solutions
Noticing and appropriating others’ ways of reading
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Dimensions of Reading Apprenticeship
Personal
Developing reader identity
Developing metacognition
Developing reader fluency and stamina
Developing reader confidence and range
Assessing performance and setting goals
Handout Page 4
Dimensions of Reading Apprenticeship
Knowledge-Building
Developing content or topic knowledge
Building knowledge structures (schemata)
Developing knowledge and vocabulary
Developing discipline-specific knowledge
Handout Page 4
Dimensions of Reading Apprenticeship
Cognitive Dimension
Getting the big picture
Breaking it down
Monitoring comprehension
Using strategies to assist and restore comprehension
Setting reading purposes and adjusting reading processes
Handout Page 4
Dimensions of Reading Apprenticeship
Social
Personal
Cognitive
Knowledge
Building
Handout Page 5
Progression for Building Metacognition
(self awareness and self regulation) in shared class reading
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“Reading, and its role in promoting
achievement,is fundamentally
an equity issue.”
William Lloyd,
District Literacy Coordinator,
Washtenaw, Michigan I.S.D.
National Right to Read Foundation (http://www.nrrf.org/research.htm) and Begin to Read (http://www.begintoread.com/research/literacystatistics.html)
Handout Page 6
How many of us are using leveled texts in
our classrooms?
What are some common assumptions we make
about the difficulty that students can
handle?
How large is the gap between classroom
texts and the level of reading students
will be asked to read in post-secondary
and the workplace?
What is our responsibility as ABE/ESL
instructors in response to this gap?
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Looking at the four
dimensions, what is missing
for these students?
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How are we preparing them for
post-secondary education and the workforce?
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How many of us are using leveled texts in
our classrooms?
What are some common assumptions we make
about the difficulty that students can
handle?
How large is the gap between classroom
texts and the level of reading students
will be asked to read in post-secondary
and the workplace?
What is our responsibility as ABE/ESL
instructors in response to this gap?
Handout Page 9
What the research shows
Institute of Education Sciences, US Dept of Education 2006-2010
99 High Schools in California and Arizona; 150 teachers received 10 hours RA training
Handout Page 10
What the research shows
National Science Foundation 2005 - 2008
70 California High Schools; 87 teachers received 10 hours RA training
Handout Page 10
What the research shows
Institute of Education Sciences, US Dept, Of Education 2005-2008
Reading Apprenticeship Academic Literacy Course for 9th graders 2-5 years behind
63% improvement in reading comprehension scores
above expected yearly gains
Reading comprehension gains did not persist
Inexperienced readers need more than one year of
literacy support
Handout Page 11
What the research shows
Renton Technical College ABE Classes
(Michele Lesmeister)
3-5 point gain on CASAS after 33 hours RA instruction
5 point gain on CASAS after 100 hours instruction
(national average)
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Handout Page 12
Evidence - Interpretation Log
Students become comfortable using text-based evidence
◆Answering questions
◆Making assertions
◆Figuring out why they’re confused
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Evidence - Interpretation
Students learn to support their thinking.
“Why do you think that?”
“Where is your evidence?”
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Evidence - Interpretation
Students learn established norms
for citing evidence.
Handout Page 13
Evidence-Interpretation Log
EVIDENCE
INTERPRETATION
When it says…
When I see…
I think…
Handout Page 13
Evidence-Interpretation Log
EVIDENCE
INTERPRETATION
What I read...
What I thought...
Evidence
Inference
Key Points...
Response...
Evidence
Inference
Problem...
Thinking Process...
Handout Page 14
Evidence - Interpretation Scaffold
Variety of uses
Pictures
Videos
Written material
Handout Page 15
Evidence-Interpretation – Picture
Evidence
Something you can see, hear, feel,
touch, read.
Inference
What the evidence makes you
think.
I see….
so, I think…
a man picking up garbage in the park
…the people in this community want
it to be clean.
four people wearing helmets, a
crossing guard and a construction
worker using barriers
…this community has a lot of money
for public places and public services.
All Star 3 Second Edition
M. Boyle (Hubbs ELL level 4)
Handout Page 16-17
Evidence-Inference – Text
WHEN IT SAYS…
I THINK / UNDERSTAND
The Working Experience 3, Smith and Ringel
ELL4, E. Andress, 2014
Handout Page 18
Evidence-Inference - Text
Principle
Violation of Principle
P3A1 We shall recognize the contributions
of colleagues to our program and not
participate in practices that diminish their
reputations or impair their effectiveness in
working with children.
P3A2 When we have concerns about the
professional behavior of a co-worker we
shall first let that person know of our
concern in a way that shows respect for
personal dignity and for the diversity to
be found among staff members, and then
attempt to solve the matter collegially in
a confidential manner.
Handout Page 20-21
Evidence-Inference - Use
• How do you use evidence / inference now?
• How might you use the logs?
• Do you see the value for making sense of difficult texts?
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Handout Page 23
Connections
Examples of other organizations…
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Newsletter
You-tube video spots of teacher mini-lessons
one campus one book
Professional Learning Community (PLC)
Staff Development
Integrating RA into Community College/ABE
Handout Page 24
How can we stay connected?
Join our Facebook Page:
Reading Apprenticeship MN
Sign up for notification of
updates/newsletter
Add your name to a public roster of
teachers using Reading Apprenticeship
Contribute a blog post to our website:
www.MinneRA.weebly.com
Handout Page 24
How can we stay connected
Identify one colleague you could share
this information with.
Is there an opportunity for
collaboration/integration at your site?
Handout Page 24
www.MinneRA.weebly.com
Hubbs Center Reading Apprenticeship Website
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intended to be an introductory site
recommended beginning sequence of RA activities
examples/handouts/video clips for different RA methods
links to other RA resources
blog - connecting teachers in our area
Handout Page 25
How can we stay connected?
Name
Email
Site
Level(s)
Roster
Updates
Blog
Post?
Carlynn MillerGore
Carlynn.Miller-Gore@spps.org
Hubbs
ABE/ESL
College/Occupational
Prep
yes
yes
yes
Kiara Buchanan
Kiara.Buchanan@spps.org
Hubbs
ABE/ESL
College/Occupational
Prep
yes
yes
yes
Session Objectives
◆ Describe the basic aspects and value of the
◆ Reading Apprenticeship® framework
◆ Use an Evidence/Interpretation log to engage critical
thinking when reading and discussing texts.
◆ Connect with a community of instructors using Reading
Apprenticeship methods
◆ Access a central resource and collaboration site for
Reading Apprenticeship tools
Evaluation
◆ I learned something new and compelling in this session.
◆ I can identify one area where I’m likely to use
Evidence/Interpretation logs in the coming year.
◆ Reflections
Resources
On-Line Resources:
http://MinneRA.weebly.com/ - includes
• Links to Reading Apprenticeship tools
• Teacher blog
• Roster of teacher in MN using Reading Apprenticeship
• Links to additional Reading Apprenticeship sites
http://readingapprenticeship.org/ - includes
• Reading apprenticeship framework
• Professional development courses (online, in person)
• Research results on the efficacy of reading apprenticeship approach
• Resources – books, articles, and downloadable resources
• …and more!
Video Resources
Community College, Reading Between the Lives:
http://vimeo.com/3493640 or http://youtu.be/SsnBHxJAT80
Google Reading Apprenticeship for more…
Resources
Presenters:
Carlynn Miller-Gore, carlynn.miller-gore@spps.org
651-744-7555
Kiara Buchanan, kiara.buchanan@spps.org
651-245-5800
Thank you!