Reading Apprenticeship

1. Reading Apprenticeship Day 4 Cristine Wagner-Deitch and Lori Ceremuga

2. Let’s take a moment and go over yesterday’s questions. Unanswered Questions?

3. From your reading, what did you find valuable about Silent Sustained Reading (SSR)? • What the benefits vs challenges of allowing for SSR in your building? Homework/Agenda

4. Let’s finish the book and read Chapters 7 and 8 Text-Based Seminars

5. Skim the chapter and make note of: • Key points • Things that can’t be stressed enough • Questions/Concerns • Share out – sticking to the prompts • No bird walking • No war stories • Before you quote, be sure everyone has found the quote – page, paragraph, sentence… Text-Based Seminar

6. A key point in the chapter is…Something that can’t be stressed enough is…A question/concern I have is… Text-Based Seminar

7. Return to your tables and take turns • Share the key points of Chapter 7 or 8 with the others at your table • Let’s Debrief this as a large group • Why does a text-based seminar fit in an RA classroom? Text-Based Seminar

8. Handout 1 • Separate into subject-like groups • Read first 3 pages of your Word Wall handout • Individually take 1 minute and generate a list of important vocabulary for your subject area • As a group, create a word wall using the poster paper and index cards What are Word Walls?

9. Take 2 minutes and silently write your thoughts on Word Walls • What is the value? • How would you use them • What classes would you use them in? • Talk at your table • Group share of Word Walls and thoughts. Word Walls cont…

10. Handout 2 • Tier I – very basic, high frequency words • Usually learned through conversation • Tier II – multiple meaning words, have the greatest leverage in language development • Must be taught explicitly • Tier III – context-bound, technical terms. • Should be interwoven into the context. Tiered Vocabulary

11. Handout 3 • There are relationships between Questions and their Answers • Think and Search* • Right There • Author and You* • On My Own QAR – Question and Answer Relationship

12. Building Language-Based Activities Using Primary Sources and Informational Texts

13. What support can I utilize to broaden my own and my students’ understanding of the meaning of text and literacy, using primary sources and informational texts? Essential Question

14. What kinds of activities will encourage teachers and students to take a broad approach when working with various forms of text? • What forms of text fit naturally with different subject areas? Guiding Questions

15. Reading in History & Social Studies, Gr. 11-12 • Cite specific textual evidence to support analysis of primary and secondary sources, connecting insights gained from specific details to an understanding of the text as a whole. • English Language Arts, Gr 6-12 • Students read, understand, and respond to informational text—with an emphasis on comprehension, vocabulary acquisition, and making connections among ideas and between texts with focus on textual evidence. PA Core Standards

16. Reading in Science & Technical Subjects, Gr. 6-12 • Students read, understand, and respond to informational text – with emphasis on comprehension, making connections among ideas and between texts with focus on textual evidence. • By the end of grade 8, read and comprehend science/technical texts in the grades 6–8 text complexity band independently and proficiently. • Similar descriptions found throughout the standards PA Core Standards

17. Handout 4 • Balancing Informational and Literary Text • Students read a true balance of informational and literary texts. Elementary school classrooms are, therefore, places where students access the world— science, social studies, the arts, and literature. At least 50% of what students read is informational. Core-Standard Shifts 1

18. Text - any mode of human expression. Text comprises written expression, photographs, maps, recordings, video, art, etc. • Literacy - the ability to make meaning from text and the ability to create text that can be understood by others. Literacy includes reading, writing, speaking, and listening skills Text and Literacy

19. Handout 5 • Analyze the draft version of FDR’s Pearl Harbor speech • Pair/Share - Discuss how this analysis process affected your understanding of the speech, and the implications for coaching Activity

20. Handout 6 • http://www.archives.gov/education/lessons/worksheets/ Text-Analysis Worksheets

21. Handout 7

22. Whole-group analysis of informational text/primary source • Can use photos from a variety of sources Activity

23. Knowledge in the Disciplines • Content area teachers outside of the ELA classroom emphasize literacy experiences in their planning and instruction. Students learn through domain-specific texts in science and social studies classrooms—rather than referring to the text, they are expected to learn from what they read. Core-Standard Shifts 2

24. http://readingapprenticeshipbviu.wikispaces.com/ Reading Apprenticeship Wiki

25. Choose one of the texts in the wiki under Day 3: Scenario: "21st Century Text Activity” • Using analysis tools, analyze that text as it might pertain to 2 different subject areas or uses • Discuss pros, cons, impact of this activity with table mates • For each analysis, create a Post-It listing the content area and summarizing how it could be used Activity

26. http://www.archives.gov/education/lessons/worksheets/ Text-Analysis Worksheets

27. Put Post-Its on appropriate place on sheet • Go around room, viewing all the Post-Its • Back at table, share one or two that stood out for you Gallery Walk

28. Additional Resources

29. http://learning.blogs.nytimes.com • http://whyfiles.org • http://www.loc.gov/pictures Visual Text Sources

30. Handouts 8 & 9 • Please complete the reflection and evaluation forms • We’d like a copy of your reflection so we know how to support your learning in the future Final reflection/Evaluation