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R E A D I N G A P P R E N T I C E S H I P
Strategic Literacy Init iative © 2004 WestEd Page 1
Implementing Reading Apprenticeship in the First Month of School
GOALS
• Begin building the social and personal dimensions of the classroom
personal connections, interests, motivations, experiences
norms for respectful collaboration, risk-taking, sharing resources
• Begin the metacognitive conversation about reading and thinking
classroom inquiry into reading, thinking, and learning
it’s cool to be confused; problem solving to make meaning
• Establish conversational routines for paired, group, and whole class work
individual – pair share – foursomes – whole class collaboration
• Introduce, model, and practice key metacognitive conversation routines
think aloud, talking to the text, metacognitive logs/journals
• Extend class time devoted to reading and talking about reading
daily warm up readings, reading to students, paired reading, silent reading
• Collect and use a variety of reading materials that offer different levels of difficulty
for the first unit or course topic to extend reading opportunities for all students
Planning Notes
Tab 13 - Implementing Reading Appr. in the Classroom - Page 1
R E A D I N G A P P R E N T I C E S H I P
Strategic Literacy Init iative © 2004 WestEd Page 4
Reading Apprenticeship in Math
R E A D I N G A P P R E N T I C E S H I P
Strategic Literacy Init iative © 2004 WestEd Page 4
own words…” Explains Dorothea, “I keep having this mantra in my brain, ‘They should
be working harder than me.’” During group work, Dorothea circulates, supporting both
social and intellectual aspects of group work. Group work is generally followed by whole
class debriefing.
Lesson at a Glance
Dorothea taught the videotaped lesson in early November, as part of a unit on positive
and negative integers.
Sequence. Dorothea introduced the unit by eliciting students’ prior knowledge of
opposites. After brainstorming a few examples (e.g., up/down) as a whole class, students
brainstormed additional pairs of opposites in table groups. The activated schema served
as a search engine. As students read word problems, they were alert for opposites that
signaled positive and negative. Dorothea began a list of these opposites on butcher paper
and added to the list as new “clue words” were identified.
Prior to the videotaped lesson, Dorothea taught two models for solving problems
involving positive and negative integers—number lines and positively and negatively
charged particles. Students applied the methods to several problems in their textbook.
Dorothea introduced Talking to the Text the day before the videotaped lesson. She
modeled the strategy, thinking aloud as she marked the text. Dorothea emphasized
the importance of explaining the significance of the notations she made on the text. “I
noticed a lot of the kids would underline every important thing, but not make a note to
themselves as to why it was important.”
Dorothea created groups of students who would support one another. “The problem we
were doing was a very, very long word problem and I knew some of the English learners
really could not read it. My reading it aloud and then having them work and negotiate the
text together, I found was the best solution. But also having them with a person they felt
safe with, who was not impatient.”
Learning goals. The “Number Sense” strand of mathematics includes the study of
integers. The inclusion of negative numbers on the number line increases the repertoire
of models available to a student. These models are crucial to the task of transforming the
written word into symbols in algebra. In this lesson, Dorothea wanted student to be able
to:
• read a story problem using “Talking to the Text” to monitor their comprehension;
Tab 13 - Implementing Reading Appr. in the Classroom - Page 2
R E A D I N G A P P R E N T I C E S H I P
Strategic Literacy Init iative © 2004 WestEd Page 2
Implementing Reading Apprenticeship
R E A D I N G A P P R E N T I C E S H I P
Strategic Literacy Init iative © 2004 WestEd Page 2
Ideas for Week 1
Student Reading Survey
Have students individually fill out the survey and share their responses with
a partner, followed by a whole class discussion about students’ responses.
What do students read outside of school? What are they interested in and
good at? Acknowledge and value students’ dislikes and difficulties, and share
yours as well. Have students bring materials they read at home into class.
Personal History/Math/Science/English Reading History
Have individuals reflect on and capture their own histories with words,
pictures, or a combination of both. Have students share their history with
a partner, and then combine two sets of partners into a foursome to discuss
commonalities and differences. End with a whole class discussion of what
discourages and supports their reading and learning, what resources they are
bringing to the class, and what kind of classroom community they want to
create. Use that discussion as a means to create norms for class work.
Capturing the Reading Process/Reading Strategies List
Using a high interest and accessible reading, have students read individually
and write about what they did to make sense of the reading. Have them
share with a partner and then in a whole group discussion. Make a list of
the reading strategies they share and post it on the wall in the classroom.
Emphasize how much they know about reading and how much they can
offer one another as learners.
Introduce Metacognition: Think Aloud with Play-Doh
With a non-reading task like the Play-Doh activity, have students learn to
externalize their thinking processes. Explain how becoming metacognitive
will help them monitor and control their thinking and learning, and
how sharing their thoughts will help the whole class. Debrief as a class:
Acknowledge the difficulties associated with thinking aloud, value students’
willingness to take risks.
Model Think Aloud
Using materials from students’ outside-of-class reading, demonstrate
your own comprehension processes and problems with these unfamiliar
materials. Model Think Aloud with other high interest reading materials.
Have students use the bookmarks to identify your thinking processes. As
Planning Notes
Tab 13 - Implementing Reading Appr. in the Classroom - Page 3
R E A D I N G A P P R E N T I C E S H I P
Strategic Literacy Init iative © 2004 WestEd Page 3
Implementing Reading Apprenticeship
R E A D I N G A P P R E N T I C E S H I P
Strategic Literacy Init iative © 2004 WestEd Page 3
you introduce course materials, model Think Aloud to help students see
how you approach these materials and how thinking aloud can help them
learn to think more productively.
Other Ideas
Ideas for Month 1
Practice Think Aloud
Have students contribute to a group Think Aloud using the bookmark. Ask
them to contribute to each prompt: does anyone have a picture? A question?
Is anyone confused? Give students practice thinking aloud in pairs with
bookmarks. Add new strategies to the Reading Strategies List.
Model Talking to the Text
First Model Talking to the Text at the overhead. Have students contribute
to a whole group Talking to the Text on the next part of the text. Add new
strategies students are using to the Reading Strategies List.
Practice Talking to the Text
Have students individually Talk to the Text and share their work with a
partner. What did they do to make sense of the text? What comprehension
problems did they solve? What comprehension problems do they still have?
Have pairs share highlights from their conversations and debrief the process
with the whole class.
Help Students Choose Materials for Extensive Reading
Offer students a variety of reading materials to choose from as they
complete class assignments focused on curriculum topics. Model ways of
choosing texts according to interest and difficulty. Have a class conversation
about ways to choose accessible reading materials. At the beginning of a
Planning Notes
Tab 13 - Implementing Reading Appr. in the Classroom - Page 4
R E A D I N G A P P R E N T I C E S H I P
Strategic Literacy Init iative © 2004 WestEd Page 4
Implementing Reading Apprenticeship
R E A D I N G A P P R E N T I C E S H I P
Strategic Literacy Init iative © 2004 WestEd Page 4
unit, encourage individual students to choose text selections that are at their
comfort level in terms of comprehension, and to move on to more difficult
selections as they progress in the unit.
Begin SSR or Independent Reading (if applicable) –– (See Reading for
Understanding, Chapter 4.)
Introduce Metacognitive Logs/Journals
Introduce metacognitive prompts for reading logs and journal assignments
to accompany all class reading. Model the kind of responses you are looking
for. Identify good responses in students’ logs and journals and share them
with the class. Always ask students to share their metacognitive logs and
reading experiences with each other, for example, looking for especially
good responses or interesting new strategies. Add new strategies to the
Readers Strategies List.
Other Ideas
Planning Notes
Tab 13 - Implementing Reading Appr. in the Classroom - Page 5
Refer to Tab 13 in your binder for a number of suggestions for implementing R.A. in first six
weeks of school.
As an individual, you may want to ask yourself:
• How might I introduce RA with students at the beginning of the year?
• How will I build the Personal Dimension including “talk to the text”, think-alouds, and
personal reading histories/surveys?
• How will I introduce “meta-cognitive conversation” in class?
• How might I build the Social Dimension by establishing routines for:
o Forming/sustaining cooperative groups,
o Generating group agreements about behavior in small groups, and
o Initiating and sustaining substantive conversations in small groups?
Ask a school team, you may want to ask yourselves:
• How can we support each other as we begin with reading apprenticeship?
• Do we want to meet at some times to plan and swap ideas?
• How might the “wave one” folks at my school help us get started?
• How might our literacy support folks help us?
Tab 13 - Implementing Reading Appr. in the Classroom - Page 6
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