Reading Apprenticeship

Day 4

Cristine Wagner-Deitch and Lori Ceremuga

Unanswered Questions?

• Let’s take a moment and go over yesterday’s questions.

Homework/Agenda

• From your reading, what did you find valuable about Silent Sustained Reading (SSR)?

• What the benefits vs challenges of allowing for SSR in your building?

Text-Based Seminars

• Let’s finish the book and read Chapters 7 and 8

Text-Based Seminar

• Skim the chapter and make note of:• Key points• Things that can’t be stressed enough• Questions/Concerns

• Share out – sticking to the prompts• No bird walking• No war stories

• Before you quote, be sure everyone has found the quote – page, paragraph, sentence…

Text-Based Seminar

• A key point in the chapter is…

Something that can’t be stressed enough is…

A question/concern I have is…

Text-Based Seminar

• Return to your tables and take turns• Share the key points of Chapter 7 or 8 with the others at

your table

• Let’s Debrief this as a large group• Why does a text-based seminar fit in an RA classroom?

What are Word Walls?

• Separate into subject-like groups• Read first 3 pages of your Word Wall handout• Individually take 1 minute and generate a list of important

vocabulary for your subject area• As a group, create a word wall using the poster paper and

index cards

Handout 1

Word Walls cont…

• Take 2 minutes and silently write your thoughts on Word Walls• What is the value?• How would you use them• What classes would you use them in?

• Talk at your table• Group share of Word Walls and thoughts.

Tiered Vocabulary

• Tier I – very basic, high frequency words• Usually learned through conversation

• Tier II – multiple meaning words, have the greatest leverage in language development• Must be taught explicitly

• Tier III – context-bound, technical terms. • Should be interwoven into the context.

Handout 2

QAR – Question and Answer Relationship

• There are relationships between Questions and their Answers• Think and Search*• Right There• Author and You*• On My Own

Handout 3

Building Language-Based Activities Using Primary Sources and Informational Texts

Essential Question

• What support can I utilize to broaden my own and my students’ understanding of the meaning of text and literacy, using primary sources and informational texts?

Guiding Questions What kinds of activities will encourage teachers and

students to take a broad approach when working with various forms of text?

What forms of text fit naturally with different subject areas?

PA Core Standards

Reading in History & Social Studies, Gr. 11-12•Cite specific textual evidence to support analysis of primary and

secondary sources, connecting insights gained from specific details to an understanding of the text as a whole.

English Language Arts, Gr 6-12•Students read, understand, and respond to informational text—with an

emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence.

PA Core StandardsReading in Science & Technical Subjects, Gr. 6-12• Students read, understand, and respond to informational text – with

emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence.

• By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently.

Similar descriptions found throughout the standards

Core-Standard Shifts 1

Balancing Informational and Literary Text

• Students read a true balance of informational and

literary texts. Elementary school classrooms are,

therefore, places where students access the world—

science, social studies, the arts, and literature. At

least 50% of what students read is informational.

Handout 4

Text and Literacy Text - any mode of human expression. Text comprises

written expression, photographs, maps, recordings, video, art, etc.

Literacy - the ability to make meaning from text and the ability to create text that can be understood by others. Literacy includes reading, writing, speaking, and listening skills

Activity

Analyze the draft version of FDR’s Pearl Harbor speech

Pair/Share - Discuss how this analysis process affected your understanding of the speech, and the implications for coaching

Handout 5

Text-Analysis Worksheets

http://www.archives.gov/education/lessons/worksheets/

Handout 6

Handout 7

Activity Whole-group analysis of informational text/primary

source

Can use photos from a variety of sources

Core-Standard Shifts 2

Knowledge in the Disciplines

• Content area teachers outside of the ELA classroom

emphasize literacy experiences in their planning and

instruction. Students learn through domain-specific

texts in science and social studies classrooms—rather

than referring to the text, they are expected to learn

from what they read.

Reading Apprenticeship Wiki

http://readingapprenticeshipbviu.wikispaces.com/

Activity

Choose one of the texts in the wiki under Day 3: Scenario: "21st Century Text Activity”

Using analysis tools, analyze that text as it might pertain to 2 different subject areas or uses

Discuss pros, cons, impact of this activity with table mates

For each analysis, create a Post-It listing the content area and summarizing how it could be used

Text-Analysis Worksheets

http://www.archives.gov/education/lessons/worksheets/

Gallery Walk

Put Post-Its on appropriate place on sheet

Go around room, viewing all the Post-Its

Back at table, share one or two that stood out for you

Additional Resources

Visual Text Sources

http://learning.blogs.nytimes.com

http://whyfiles.org

http://www.loc.gov/pictures

Final reflection/Evaluation

• Please complete the reflection and evaluation forms• We’d like a copy of your reflection so we know how to

support your learning in the future

Handouts 8 & 9