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 as Students’ unique strengths
Disciplined-based readers As 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
Dimensions of Reading Apprenticeship
SOCIAL DIMENSION
Creating safety
Investigating relationships
between literacy and power
Sharing book talk
Sharing reading processes,
problems, and solutions
Noticing and appropriating
others' ways of reading
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
PERSONAL DIMENSION
Developing reader identity
Developing metacognition
Developing reader fluency and
stamina
Developing reader confidence and
range
Assessing performance and setting
goals
KNOWLEDGE-BUILDING
DIMENSION
Mobilizing and building knowledge
structures (schemata)
Developing content or topic
knowledge
Developing knowledge of word
construction and vocabulary
Developing knowledge and use of
text structures
Developing discipline- and
discourse-specific knowledge
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
Question-Answer Relationships
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?
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? My Homework
Question-Answer Relationships
Think & Search- The answer is in the
text, but the words from the question
and the answer are not 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.
How do I feel when I do what my teacher
says I should?
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.
How do I feel when I do what my teacher
says I should? So good
Question-Answer Relationships
Author & Me- The answer is not in the
text, but the text provides information
to use in the answer.
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.
Where are they taking me?
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.
Where are they taking me? Hospital,
Mental facility, etc. (answer must make sense and be
supported by the text)
Question-Answer Relationships
On My Own- The answer is not in the
text; it must come from the reader’s
own experiences.
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.
Why is homework an important part of
school?
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.
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 Walls
Key academic vocabulary
Consider 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