reading apprenticeship project - bsili 2012

7/31/2019 Reading Apprenticeship Project - BSILI 2012

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BSILI Day 2:

Thank you for your feedback!

Yay! Powerful, inspiring

examples of innovation

(Becky and Crystal)

Collaboration and

networking

Interactive activities

The positive honey badgeraint no cobra gonna take

me down energy in the

room

Boo.

It is challenging to:

Stay sharp from 9am to 10pm

Sit for 10 hours Be inside all day in this

setting

Follow all of the acronyms

Decide on one problem to

focus on

Internet access still spotty


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Inquiry Questions

How do we get stakeholders to work

towards change? I need some examples of

appreciative inquiry in action. How do we pursue initiatives with no

financial support?

I still dont have a handle on the concept ofPrograms of Study


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Please sit with one other team

Take turns presenting

Non-presenters, please take notes:What strikes you as particularly important or

interesting?

What questions do you have?


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Think about the different kinds of

narrative weve encountered so far: Making Sparks Fly, Mike Rose

Powerful classroom self introductions and skits

Data-based discussions (cohort tracker tool)

Narratives of curricular innovation and campus change(Becky, Crystal, Priya)

What insights can we uncover about

the best ways to argue for curricularinnovation and institutional

transformation?


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Strengthening Students Literacy andLearning through Reading Apprenticeship

or

So you wanna be a honey badger for RA

BSILI June 5, 2012

http://ra.3csn.org


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Do you recognize these students?

Are inexperienced but notbeginning readers

Have limited comprehensionwhen they do read academictexts

View reading as only a school-based activity

Are not held accountable for muchreading

Lack confidence and are mentallypassive with reading

Expend a lot of energy coveringup what they dont understand

Appear to have limited knowledge of topics in school texts


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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 underestimatedstrengths


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Dimensions of Reading Apprenticeship


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Think Aloud

Helps students to notice and say when they are confused,

and use each other as resources for making meaning

Helps you to practice making your thinking visible, so you

can model effective ways of reading texts in your disciplinefor students

Helps to give names to the cognitive strategies that we use

to comprehend text

Helps to notice text structures and how we navigate variousgenres to build confidence, range, and stamina

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Think Aloud with Medical

Terminology Textbook


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Think Aloud in Pairs with Key

Terms


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Debrief Think Aloud

What was the Think-Aloud experience like?

What did you notice you or your partnerdoing?

Could you see yourself trying a ThinkAloud with your students and your class

text(s)?

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BREAK!

When we come back, well try out a second

routine for engaging students in

metacognitive conversation about readingprocess, and we will meet Natasha, a

student at Los Medanos College whose

Medical Terminology textbook we have

been grappling with.


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Talking to the Text

This strategy is basically a think aloud on

paper. It differs from think aloud in two key

ways: the individual reflection on the reading

process is written, not spoken

the metacognitive conversation is delayeduntil after the individual reading and

reflecting

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Talk to the Text with

Introduction


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Talk to the Text with Diagram


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Debrief Talking to the Text

How did it feel to Talk to the Text?

What similarities and differences did you

notice about Thinking Aloud and Talking tothe Text?

What might be some of the benefits and

burdens of engaging students in Talking tothe Text in your own classes?


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What are our goals in looking at case

studies of students reading?

To see how students understand and approach the kinds of

challenging reading materials and tasks they encounter in

school

To see the resourcesknowledge, strategies, experiences,habits of mind, interests and motivationsstudents bring to

these challenging reading materials and tasks

To see how well these resources serve them

To see what kinds of instructional support students willneed to meet this challenging reading more successfully and

to continue to develop as readers


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Meet Natasha


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Debrief Natasha

What are some highlights from your small

group discussions?

What do we see of Natashas strengths as areader?

What supports could build on these

strengths and enhance her academicsuccess?


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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 spot blending 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 reading for

recreation, subject-area learning, and self-

challenge

Making the teachers discipline-based readingprocesses 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 ofwhat 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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Invitation to ongoing inquiry

3CSN is supporting a statewide Community

of Practice in Reading Apprenticeship, the

Reading Apprenticeship Project Upcoming opportunities:

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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I welcome your feedback!

Nika Hogan, Pasadena City College

Associate Professor, English DivisionCommunity College RA Coordinator, SLI

Reading Apprenticeship Project Coordinator,

3CSN

[email protected]

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Get Ready!

After lunch, Jan is going to rock our world

by introducing us to the Habits of Mind

Community of Practice.

Go Jan, go!!!

reading apprenticeship project - bsili 2012

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