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Reading Apprenticeship: Using Evidence/Interpretation Logs to Enhance Reading Comprehension MinneTESOL November 15, 2014 Kiara Gilman Buchanan Carlynn.

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Presentation on theme: "Reading Apprenticeship: Using Evidence/Interpretation Logs to Enhance Reading Comprehension MinneTESOL November 15, 2014 Kiara Gilman Buchanan Carlynn."— Presentation transcript:

1 Reading Apprenticeship: Using Evidence/Interpretation Logs to Enhance Reading Comprehension MinneTESOL November 15, 2014 Kiara Gilman Buchanan Carlynn Miller-Gore

2 Session Objectives Describe the basic aspects and value of the Reading Apprenticeship ® framework. Handout Page 2

3 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

4 Session Objectives Connect with a community of instructors using Reading Apprenticeship methods. Handout Page 2

5 Session Objectives Access a resource & collaboration tool for Reading Apprenticeship on the web. Handout Page 2

6 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

7 Name this teaching tool...

8 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

9 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

10 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

11 Think-Pair-Share Reading Strategies strategieschallenges/gapsquestions Handout Page 2

12 Dimensions of Reading Apprenticeship ◆ Social ◆ Personal ◆ Knowledge-Building ◆ Cognitive Handout Page 4

13 Dimensions of Reading Apprenticeship Social Creating Safety Sharing book talk Investigating relationships between literacy and power Sharing reading processes, problems, and solutions Noticing and appropriating others’ ways of reading Handout Page 4

14 Personal Developing reader identity Developing metacognition Developing reader fluency and stamina Developing reader confidence and range Assessing performance and setting goals Dimensions of Reading Apprenticeship Handout Page 4

15 Dimensions of Reading Apprenticeship Knowledge-Building Developing content or topic knowledge Building knowledge structures (schemata) Developing knowledge and vocabulary Developing discipline-specific knowledge Handout Page 4

16 Dimensions of Reading Apprenticeship Cognitive Dimension Getting the big picture Breaking it down Monitoring comprehension Using strategies to assist and restore comprehension Setting reading purposes and adjusting reading processes Handout Page 4

17 SocialPersonal CognitiveKnowledge Building Dimensions of Reading Apprenticeship Handout Page 5

18 Progression for Building Metacognition (self awareness and self regulation) in shared class reading Handout Page 6

19 “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)http://www.nrrf.org/research.htm Handout Page 6

20 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?

21 Handout Page 8

22 Looking at the four dimensions, what is missing for these students? Handout Page 8

23 How are we preparing them for post-secondary education and the workforce? Handout Page 8

24 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

25 What the research shows Institute of Education Sciences, US Dept of Education High Schools in California and Arizona; 150 teachers received 10 hours RA training Handout Page 10

26 What the research shows National Science Foundation California High Schools; 87 teachers received 10 hours RA training Handout Page 10

27 What the research shows Institute of Education Sciences, US Dept, Of Education 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

28 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

29 Handout Page 12

30 Evidence - Interpretation Log Students become comfortable using text-based evidence ◆ Answering questions ◆ Making assertions ◆ Figuring out why they’re confused Handout Page 13

31 Evidence - Interpretation Students learn to support their thinking. “Why do you think that?” “Where is your evidence?” Handout Page 13

32 Evidence - Interpretation Students learn established norms for citing evidence. Handout Page 13

33 Evidence-Interpretation Log EVIDENCEINTERPRETATION When it says… When I see… I think… Handout Page 13

34 Evidence-Interpretation Log EVIDENCEINTERPRETATION What I read... What I thought... EvidenceInference Key Points... Response... EvidenceInference Problem... Thinking Process... Handout Page 14

35 Evidence - Interpretation Scaffold Variety of uses Written material Pictures Videos Handout Page 15

36 Evidence-Interpretation – Picture Evidence Something you can see, hear, feel, touch, read. Inference What 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

37 Evidence-Inference – Text WHEN IT SAYS…I THINK / UNDERSTAND The Working Experience 3, Smith and Ringel ELL4, E. Andress, 2014 Handout Page 18

38 Evidence-Inference - Text PrincipleViolation 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

39 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

40 Handout Page 23

41 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

42 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: Handout Page 24

43 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

44 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

45 How can we stay connected? Name SiteLevel(s)RosterUpdatesBlog Post? Carlynn Miller- Gore College/Occupational Prep yes Kiara College/Occupational Prep yes

46 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

47 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

48 Resources On-Line Resources: - includes Links to Reading Apprenticeship tools Teacher blog Roster of teacher in MN using Reading Apprenticeship Links to additional Reading Apprenticeship sites - includeshttp://readingapprenticeship.org/ 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!

49 Video Resources Community College, Reading Between the Lives: or Google Reading Apprenticeship for more…

50 Resources Presenters: Carlynn Miller-Gore, Kiara Buchanan,

51 Thank you!


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