ftla 2014: setting literacy goals
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Reading Apprenticeship: Making the
Invisible Visible to our students
FTLA 2014
Text and Task Analysis
Setting Literacy Goals
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Consider Schema
World/ Personal: Schema from your lived
day to day experience
Text: Schema about how different text
forms and genres are structured
Discipline: Schema learned as a result of
school; specialized knowledge
Language: Schema about how words are
built and fit with other words
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Planning to embed literacy goals
If you have a current course text with you,
get it out now.
You will get to take turns being an expertand a novicein this activity.
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Trade texts with a partner from
another discipline
Read the unfamiliar text and capture your
reading process, asking yourself as a reader:
What strategies did I use to make meaning from or
negotiate the text?
What schema knowledge did I bring to the text?
And asking yourself as a teacher:
What challenges might students encounter when
grappling with this text?
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With your partner, take a closer
look at Text #1
Discuss the novicepartners experience
reading the text and consider with one
another what challenges students mighthave with the text.
Make notes on the Text and Tasknotetaker.
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Still with Text #1
Choose a key chunk of text, one that:
Contains an important concept; or
Is particularly challenging; or Speaks to an instructional goal in terms of
content or literacy.
Novice
does a Think Aloud with thechunk of text while Expert takes notes
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Articulate literacy goals for text #1
What RA routine might be most helpful for
students to use when grappling with this
text? What kinds of supports can you design to
build on studentsstrengths and extend
their fluency, stamina, and comprehension
as a reader of texts in your discipline.
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Time to take a closer look at Text #2
Discuss the novicepartners experience
reading the text and consider with one
another what challenges students mighthave with the text.
Make notes on the Text and Task
notetaker.
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Still with Text #2
Choose a key chunk of text, one that:
Contains an important concept; or
Is particularly challenging; or Speaks to an instructional goal in terms of
content or literacy.
Novice does a Think Aloud with the
chunk of text while Expert takes notes
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Articulate literacy goals for text #2
What RA routine might be most helpful for
students to use when grappling with this
text? What kinds of supports can you design to
build on studentsstrengths and extend
their fluency, stamina, and comprehension
as a reader of texts in your discipline.
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Debrief Activity
Having any novicereader make their
thinking visible with a text that falls within
your
expert blind spot
is usually a veryeye-opening experience!
When we read with students in mind, we
can plan to support literacy acquisition as
we teach towards our content matter.
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Lesson planning to support both
content and literacy goals
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Our Goals with Reading
Apprenticeship:
Help students learn to read and think like
insiders (experts) in a subject area
Overcome our own expert blind spot
blending subject-area knowledge with
important understandings of how novices
acquire the conventions, rituals, and
expectations of discourse in that field
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RA helps to develop more
powerful readers
Engaging students in more readingfor
recreation, subject-area learning, and self-
challenge
Making the teachers discipline-based readingprocesses visible to the students;
Making studentsreading processes,
motivations, strategies, knowledge, andunderstanding visible to the teacher and to one
another.
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Helping students gain insight into their own
reading processes; and
Helping them develop a repertoire of
problem solving strategies for overcoming
obstacles and deepening comprehension oftexts from various academic disciplines
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In a Reading Apprenticeship
Classroom, one will notice:
The teacher briefly modeling to make his or
her thinking visible
The students engaging in guided practice ofwhat the teacher has modeled
Students talking with one another abouttheir experiences with the reading
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In Reading Apprenticeship
Classrooms, Teachers
Focus on comprehension and metacognitive
conversation
Create a climate of collaboration
Provide appropriate support whileemphasizing student independence
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This conversation is a critical
dynamic in the classroom:
Students learn from the teacher and from
each other new ways to engage with and
comprehend academic text. Teachers learn from students what they are
currently doing to make sense of a text,
what knowledge they bring to the text, and
what difficulties they are having.
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The metacognitive conversation provides a
powerful and productive window:
For students, into the teachers and other
studentsreading processes, so theycan
broaden their repertoire of strategies anddeepen their subject area knowledge.
For teachersinto studentsreading
processes, so they can plan instruction to
focus on studentsactual learning needs.
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