reading apprenticeship
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Reading Apprenticeship. Day 4 Cristine Wagner- Deitch and Lori Ceremuga. Let’s take a moment and go over yesterday’s questions. Unanswered Questions?. From your reading, what did you find valuable about Silent Sustained Reading (SSR)? - PowerPoint PPT PresentationTRANSCRIPT
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Reading Apprenticeship
Day 4
Cristine Wagner-Deitch and Lori Ceremuga
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Unanswered Questions?
• Let’s take a moment and go over yesterday’s questions.
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Homework/Agenda
• 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?
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Text-Based Seminars
• Let’s finish the book and read Chapters 7 and 8
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Text-Based Seminar
• 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…
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Text-Based Seminar
• A key point in the chapter is…
Something that can’t be stressed enough is…
A question/concern I have is…
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Text-Based Seminar
• 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?
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What are Word Walls?
• 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
Handout 1
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Word Walls cont…
• 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.
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Tiered Vocabulary
• 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.
Handout 2
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QAR – Question and Answer Relationship
• There are relationships between Questions and their Answers• Think and Search*• Right There• Author and You*• On My Own
Handout 3
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Building Language-Based Activities Using Primary Sources and Informational Texts
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Essential Question
• 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?
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Guiding Questions 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?
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PA Core Standards
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.
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PA Core StandardsReading 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
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Core-Standard Shifts 1
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.
Handout 4
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Text and Literacy 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
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Activity
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
Handout 5
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Text-Analysis Worksheets
http://www.archives.gov/education/lessons/worksheets/
Handout 6
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Handout 7
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Activity Whole-group analysis of informational text/primary
source
Can use photos from a variety of sources
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Core-Standard Shifts 2
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.
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Reading Apprenticeship Wiki
http://readingapprenticeshipbviu.wikispaces.com/
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Activity
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
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Text-Analysis Worksheets
http://www.archives.gov/education/lessons/worksheets/
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Gallery Walk
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
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Additional Resources
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Visual Text Sources
http://learning.blogs.nytimes.com
http://whyfiles.org
http://www.loc.gov/pictures
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Final reflection/Evaluation
• 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
Handouts 8 & 9