2. Do You Recognize These Students? Are inexperienced but not beginning readers View reading as only a school-based activity Lack confidence and are mentally passive with academic reading Appear to have limited knowledge of topics in school texts Have limited comprehension when they do read academic texts Are not held accountable for much reading Expend a lot of energy covering up what they don’t understand

3. Reading Apprenticeship A partnership of expertise between teacher and students

5. Five-year effort to disseminate Reading Apprenticeship disciplinary literacy Five-state projections: 2,500 high schools, 400,000 students Two empirically-based studies Results of three previous randomized control studies demonstrate significant gains in literacy, content knowledge, motivation, and academic identity

6. Three to nine high school teachers in three content areas: ELA, Science, and Social Studies Ten days of professional development, five in August 2012 (13 th -17 th ), two in January 2013, and three in June 2013 Teachers receive $1,000 stipend for completing the training January sub costs are covered as well as travel/lodging where participants meet qualifications Monthly school-based follow-up meetings – one hour minimum Teacher Leaders supported via monthly webinars

7.  Support classroom-level work  Model facilitation skills and allow teachers time to practice them  Share issues of practice – successes and challenges  Support personal growth  Make classroom observations  Continually reflect on the dimensions/theory behind the work  Examine formative and summative measures  Plan building-level meetings  Meet and plan with administrators for the upcoming year Monthly Meetings:

8. What does a Reading Apprenticeship Classroom Look Like? A focus on comprehension On-going conversation about how students are thinking when they read Skilled coaching and modeling of effective thinking and reading processes A climate of collaboration An emphasis on student independence

9. Cognitive Dimension Knowledge-Building Dimension Social Dimension Personal Dimension The Theoretical Framework: Dimensions of Reading Apprenticeship

10. Cognitive Dimension Getting the big picture Breaking it down Monitoring comprehension Using problem-solving strategies to assist and restore comprehension Setting reading purposes and adjusting reading processes Knowledge-Building Dimension Mobilizing and building knowledge structures (schemata) Developing content and topic knowledge Developing knowledge of word construction and vocabulary Developing knowledge and use of text structures Developing discipline and discourse-specific knowledge Social Dimension Creating Safety Investigation relationships between literacy and power Sharing book talk Sharing reading processes, problems, and solutions Noticing and appropriating others’ ways of reading Personal Dimension Developing reader identity Developing metacognition Developing reading fluency and stamina Developing reader confidence and range Assessing performance and setting goals The Theoretical Framework: Dimensions of Reading Apprenticeship

11. Read Critically Think Deeply Write Well Act Wisely “The most important thing we can do is learn to think for ourselves.” Malcolm X

12. http://www.wested.org/cs/sli/print/docs/sli/ra_framework.htm

13. Please Contact Allegan AESA – Pam Rickli 269-673-2161 ext. 3724 prickli@alleganaesa.org Kent ISD – Mark Raffler 616-447-3075 markraffler@kentisd.org Mason Lake ISD – Jen Orton (231)757-4934 ext. 155 jorton@mloisd.org Muskegon Area ISD – Erin Brown (231)767-7221 ebrown@muskegonisd.org Ottawa Area ISD – Rita Reimbold 616-738-8940 ext. 4114 rreimbol@oaisd.org