Strengthening Students’ Literacy and Learning through Reading Apprenticeship Ann Foster, Santa Rosa Junior College, California; 3CSN Cindy Hicks, Emerita, Chabot College, California; Strategic Literacy Initiative

 Quickwrite  What do you know about Reading Apprenticeship?  What would you like to know about Reading Apprenticeship? Getting Started 2

 Please make a “tent” with the heavy stock paper at your tables and write your name and discipline on it.  Introduce yourselves to your table groups.  Full Name  Discipline and College(s)  Key ideas from your quickwrite Think/Pair/Share 3

Do you recognize these students? Are inexperienced but not beginning readers Have limited comprehension when they do read academic texts View reading as only a school- based activity Are not held accountable for much reading Lack confidence and are mentally passive with reading Expend a lot of energy covering up what they don’t understand Appear to have limited knowledge of topics in school texts 4

 A professional development and research organization focusing on improving academic literacy in diverse populations of adolescents and post-secondary students using Reading Apprenticeship, a research-based instructional framework. WestEd’s Strategic Literacy Initiative (SLI ) 5

 A partnership of expertise between the teacher and students, drawing on what content area teachers know and do as skilled discipline-based readers and on learners’ unique and often underestimated strengths Reading Apprenticeship 6

A Classroom Framework  Engages students in more reading  Makes teacher’s discipline-based reading processes and knowledge visible to students  Makes students’ reading processes visible to teacher and one another  Helps students gain insight into their own reading processes  Helps students develop a repertoire of problem- solving strategies 7

Dimensions of Reading Apprenticeship 8

What does an RA Classroom Look Like? 9

RA supports both content and literacy goals 10

Capture Your Reading Process  Read “Notes of a Painter” silently.  Read the text as a READER, not as a teacher.  As you read, notice HOW you are reading. What moves are you making as a reader to comprehend the text? 11

Capture Your Reading Process  Reflect on and write responses to the prompts below:  What strategies did you use to make sense of the text?  What got in the way of your reading?  What, if any, comprehension problems did you solve?  Which, if any, problems still remain? 12

 Share and discuss your Capturing Your Reading Process notes.  Were there similarities between the ways you and your partner approached the reading?  What surprised you about your or your partner’s approach to the reading? With a Partner… 13

 What did you do?  Where did you do it?  How did this impact your understanding? Reading Strategies List 14

Capture Your Reading Process  What are some implications for using this routine in your classes?  What modifications might you make to use this routine with your students? 15

Evaluation  Thank you for your participation.  Please complete the KWL notetaker and turn it in.  Please complete evaluation form; we use this feedback to help us prepare future presentations. 16