Reading Apprenticeship:Using Evidence/Interpretation Logs to Enhance

Reading Comprehension

MinneTESOLNovember 15, 2014

Kiara Gilman BuchananCarlynn 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 from the article:I read in the text…

INTERPRETATION: 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 Strategiesstrategies challenges/gaps questions

Handout Page 2

Dimensions of Reading Apprenticeship

◆ Social

◆ Personal

◆ Knowledge-Building

◆ Cognitive

Handout Page 4

Dimensions of Reading Apprenticeship

Social

Creating SafetySharing book talkInvestigating relationships between literacy and powerSharing reading processes, problems, and solutionsNoticing and appropriating others’ ways of reading

Handout Page 4

Personal

Developing reader identityDeveloping metacognitionDeveloping reader fluency and staminaDeveloping reader confidence and rangeAssessing performance and setting goals

Dimensions of Reading Apprenticeship

Handout Page 4

Dimensions of Reading Apprenticeship

Knowledge-Building

Developing content or topic knowledgeBuilding knowledge structures (schemata)Developing knowledge and vocabularyDeveloping discipline-specific knowledge

Handout Page 4

Dimensions of Reading Apprenticeship

Cognitive Dimension

Getting the big pictureBreaking it downMonitoring comprehensionUsing strategies to assist and restore comprehensionSetting reading purposes and adjusting reading processes

Handout Page 4

Social Personal

Cognitive KnowledgeBuilding

Dimensions of Reading Apprenticeship

Handout Page 5

Progression for Building Metacognition (self awareness and self regulation) in shared class reading

Handout Page 6

“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?

Handout Page 8

Looking at the four dimensions, what is missing for these students?

Handout Page 8

How are we preparing them for post-secondary education and the workforce?

Handout Page 8

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 showsInstitute 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 showsNational Science Foundation 2005 - 2008

70 California High Schools; 87 teachers received 10 hours RA training

Handout Page 10

What the research showsInstitute 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)

Handout Page 11

Handout Page 12

Evidence - Interpretation Log

Students become comfortable using text-based evidence

◆ Answering questions◆ Making assertions◆ Figuring out why they’re confused

Handout Page 13

Evidence - Interpretation

Students learn to support their thinking.

“Why do you think that?” “Where is your evidence?”

Handout Page 13

Evidence - Interpretation

Students learn established norms for citing evidence.

Handout Page 13

Evidence-Interpretation LogEVIDENCE INTERPRETATION When it says… When I see…      

I think… 

Handout Page 13

Evidence-Interpretation LogEVIDENCE INTERPRETATION

What I read...     

What I thought...

Evidence Inference Key Points...   

Response...

Evidence Inference

Problem...    

Thinking Process...

Handout Page 14

Evidence - Interpretation ScaffoldVariety of uses

Written materialPictures Videos

Handout Page 15

Evidence-Interpretation – PictureEvidenceSomething you can see, hear, feel, touch, read.

InferenceWhat 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 RingelELL4, 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?

Handout Page 22

Handout Page 23

Connections

Examples of other organizations… ● 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 ● 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 Miller-Gore

Carlynn.Miller-Gore@spps.org Hubbs ABE/ESLCollege/Occupational Prep

yes yes yes

Kiara Buchanan Kiara.Buchanan@spps.org Hubbs ABE/ESLCollege/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

ResourcesOn-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…

ResourcesPresenters:

Carlynn Miller-Gore, carlynn.miller-gore@spps.org651-744-7555

Kiara Buchanan, kiara.buchanan@spps.org 651-245-5800

Thank you!