Making it Real:Integrating Reading Apprenticeship Strategies in Your Class

8/13/2019 Making it Real:Integrating Reading Apprenticeship Strategies in Your Class

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Making it Real:Integrating Reading Apprenticeship

Student Success Conference 2013

Nika Hogan, Pasadena City College, SLI, 3CSN

Maria Perser, Pierce College, 3CSN

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 studentsreading 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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Reading Apprenticeship in a

Psychology Course

Gallery Walk

Talking to the Text Golden Lines

Metacognitive logs


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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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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 novicein this activity.


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Trade texts with a partner from

another discipline

Read the unfamiliar text and capture your

reading process, asking yourself as a reader:

What strategies did I use to make meaning from or

negotiate the text?

What schema knowledge did I bring to the text?

And asking yourself as a teacher:

What challenges might students encounter when

grappling with this text?


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With your partner, take a closer

look at Text #1

Discuss the novicepartners experience

reading the text and consider with one

another what challenges students mighthave with the text.


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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 studentsstrengths 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 novicepartners experience

reading the text and consider with one

another what challenges students mighthave with the text.


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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 studentsstrengths and extend

their fluency, stamina, and comprehension

as a reader of texts in your discipline?


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Debrief Activity

Having any novicereader 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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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

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Todays presentation is made possible, in part or whole,

due to active support from

, the California Community Colleges SuccessNetwork

For more information about s

activities, resources and events

visit 3csn.org

Making it Real:Integrating Reading Apprenticeship Strategies in Your Class

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