Strengthening Students’ Literacy and Learning through Reading Apprenticeship ® World History Summer Institute http://ra.3csn.org. Chapter 2 Reading For Understanding. Dimensions of Reading Apprenticeship. Creating a community of learners.
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“ When students reflect on and share their personal reading histories, they have an opportunity to view themselves and their classmates more generously, as ‘readers in progress,’ with reader identities they can understand and change”
(Schoenbach, Greenleaf and Murphy 79).
Professor John Allen
Professional Development activities mirror
A direct route into metacognitive conversation
Through Think Aloud, we begin to problem-solve using cognitive strategies that we name and talk explicitly about—routine
Observations must be grounded in Evidence!
This strategy is basically a think aloud on paper. It differs from think aloud in two key ways:
“Metacognitivelogs can help students become more aware of their thinking as readers and give them more control over how well they learn. The logs can be a place for students to document their reading experiences in preparation for sharing and problem solving in the whole class community”
What do you know that helped you make sense of the text and what in the text sparked you to think of it?
Corandicis an emurientgrof with many fribs; it granks from corite, an olg which cargslike lange. Coritegrinkles several other tarances, which garkersexcarp by glarcking the corite and starping it in tranker-clarpedstorbs. The tarancesstarp a chark which is expargedwith worters, branking a slorp. This slorp is garped through several other corusces, finally frasting a, pragety, blickantcrankle: coranda. Corandais a cargurt, grinklingcorandic and borigen. The corandicis nacerated from the borigen by means of loracity. Thus garkers finally thrap a glick, bracht, glupousgrapanrt, corandic, which granks in many starps.
2.What does corandicgrank from?
3. How do garkersexcarp the tarances from the corite?
4.What is coranda?
5. How is the corandicnacerated from the borigen?
6. What do the garkersfinally thrap?
Make some notes about how our activities have addressed the “dimensions of Reading Apprenticeship” over the last two days (see pg 1) .
Social, Personal, Cognitive,
Knowledge Building, Metacognitive
Contact: Kate Meissert: email@example.com
Strategic Literacy Initiative, WestEd
Shawn Frederking (firstname.lastname@example.org)
English Instructor/ Instructional Associate: Language Arts, Yuba College
Community College Reading Apprenticeship Consultant, Strategic Literacy Initiative, WestEd