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Reading Apprenticeship: Using Evidence/Interpretation Logs to Enhance Reading Comprehension MinneTESOL November 15, 2014 Kiara Gilman Buchanan Carlynn Miller-Gore Session Objectives Describe the basic

aspects and value of the Reading Apprenticeship framework. Handout Page 2 Session Objectives Use an Evidence/ Interpretation log to engage critical thinking when

reading and discussing texts. EVIDENCE INTERPRETATION: from the article: I read in the text I think/I wonder about /

I made a connection Handout Page 2 Session Objectives Connect with a community of instructors using Reading Apprenticeship methods. Handout Page 2

Session Objectives Access a resource & collaboration tool for Reading Apprenticeship on the web. Handout Page 2 Session Objectives Describe the basic aspects and value of the Reading

Apprenticeship framework Use an Evidence/Interpretation log to engage critical thinking when reading and discussing texts. Connect with a community of instructors using Reading Apprenticeship methods Access a central resource and collaboration site for Reading Apprenticeship tools Handout Page 2 Name this teaching tool...

Think-Pair-Share Reading Strategies Think: What strategies do you use now to build reading skills? What are the gaps in your current strategies? What challenges do you face? What questions/needs are you bringing to this session? Handout Page 2 Think-Pair-Share Reading Strategies Think:

What strategies do you use now to build reading skills? What are the gaps in your current strategies? What challenges do you face? What questions/needs are you bringing to this session? Pair: Share your responses with a partner. Handout Page 2 Think-Pair-Share Reading Strategies Think: What strategies do you use now to build reading skills? What are the gaps in your current strategies?

What challenges do you face? What questions/needs are you bringing to this session? Pair: Share your responses with a partner. Share: List group strategies, challenges and questions. Handout Page 2 Think-Pair-Share Reading Strategies strategies challenges/gaps

questions Handout Page 2 Dimensions of Reading Apprenticeship Social Personal Knowledge-Building Cognitive Handout Page 4

Dimensions of Reading Apprenticeship Social Creating Safety Sharing book talk Investigating relationships between literacy and power Sharing reading processes, problems, and solutions Noticing and appropriating others ways of reading Handout Page 4 Dimensions of Reading Apprenticeship

Personal Developing reader identity Developing metacognition Developing reader fluency and stamina Developing reader confidence and range Assessing performance and setting goals Handout Page 4 Dimensions of Reading Apprenticeship Knowledge-Building

Developing content or topic knowledge Building knowledge structures (schemata) Developing knowledge and vocabulary Developing discipline-specific knowledge Handout Page 4 Dimensions of Reading Apprenticeship Cognitive Dimension Getting the big picture Breaking it down

Monitoring comprehension Using strategies to assist and restore comprehension Setting reading purposes and adjusting reading processes Handout Page 4 Dimensions of Reading Apprenticeship Social Personal

Cognitive Knowledge Building Metacognitive Conversation Handout Page 5 Progression for Building Metacognition (self awareness and self regulation) in shared class reading

Handout Page 6 Reading, and its role in promoting achievement,is fundamentally an equity issue. William Lloyd, district literacy coordinator, Washtenaw Michigan I.S.D. National Right to Read Foundation (http://www.nrrf.org/research.htm) and Begin to Read (http://www.begintoread.com/research/literacystatistics.html)

Handout Page 6 How many of us are using leveled texts in our classrooms? What are some common assumptions we make about the difficulty that students can handle? How large is the gap between classroom texts and the level of reading students will be asked to read in post-secondary

and the workplace? What is our responsibility as ABE/ESL instructors in response to this gap? Handout Page 8 Looking at the four dimensions, what is missing for these students? Handout Page 8

How are we preparing them for post-secondary education and the workforce? Handout Page 8 How many of us are using leveled texts in our classrooms? What are some common assumptions we make about the difficulty that students can handle?

How large is the gap between classroom texts and the level of reading students will be asked to read in post-secondary and the workplace? What is our responsibility as ABE/ESL instructors in response to this gap? Handout Page 9 What the research shows Institute of Education Sciences, US Dept of Education 2006-2010

99 High Schools in California and Arizona; 150 teachers received 10 hours RA training Handout Page 10 What the research shows National Science Foundation 2005 - 2008 70 California High Schools; 87 teachers received 10 hours RA training Handout Page 10 What the research shows

Institute of Education Sciences, US Dept, Of Education 2005-2008 Reading Apprenticeship Academic Literacy Course for 9th graders 2-5 years behind 63% improvement in reading comprehension scores above expected yearly gains Reading comprehension gains did not persist Inexperienced readers need more than one year of literacy support Handout Page 11 What the research shows

Renton Technical College ABE Classes (Michele Lesmeister) 3-5 point gain on CASAS after 33 hours RA instruction 5 point gain on CASAS after 100 hours instruction (national average) Handout Page 11 Handout Page 12 Evidence - Interpretation Log

Students become comfortable using text-based evidence .!? Answering questions Making assertions Figuring out why theyre confused Handout Page 13 Evidence - Interpretation

Students learn to support their thinking. Why do you think that? Where is your evidence? Handout Page 13 Evidence - Interpretation Students learn established norms for citing evidence.

Handout Page 13 Evidence-Interpretation Log EVIDENCE INTERPRETATION When it says When I see I think

Handout Page 13 Evidence-Interpretation Log EVIDENCE INTERPRETATION What I read... What I thought...

Evidence Key Points... Inference Response... Evidence Problem... Inference

Thinking Process... Handout Page 14 Evidence - Interpretation Scaffold Variety of uses Pictures Videos

Written material Handout Page 15 Evidence-Interpretation Picture Evidence Something you can see, hear, feel, touch, read. Inference

What the evidence makes you think. I see. so, I think a man picking up garbage in the park the people in this community

want it to be clean. four people wearing helmets, a crossing guard and a construction worker using barriers this community has a lot of money for public places and public services. All Star 3 Second Edition

M. Boyle (Hubbs ELL level 4) Handout Page 16-17 Evidence-Inference Text WHEN IT SAYS I THINK / UNDERSTAND The Working Experience 3, Smith and Ringel

ELL4, E. Andress, 2014 Handout Page 18 Evidence-Inference - Text Principle Violation of Principle P3A1 We shall recognize the contributions of colleagues to our

program and not participate in practices that diminish their reputations or impair their effectiveness in working with children. P3A2 When we have concerns about the professional behavior of a co-worker we shall first let that person know of our concern in a way that shows respect for personal dignity and for the diversity to be found among staff

members, and then attempt to solve the matter collegially in a confidential manner. Handout Page 20-21 Evidence-Inference - Use How do you use evidence / inference now? How might you use the logs? Do you see the value for making sense of difficult texts?

Handout Page 22 Handout Page 23 Connections Examples of other organizations

Newsletter You-tube video spots of teacher mini-lessons one campus one book Professional Learning Community (PLC) Staff Development Integrating RA into Community College/ABE Handout Page 24

How can we stay connected? Join our Facebook Page: Reading Apprenticeship MN Sign up for notification of updates/newsletter Add your name to a public roster of teachers using Reading Apprenticeship Contribute a blog post to our website: www.MinneRA.weebly.com Handout Page 24

How can we stay connected Identify one colleague you could share this information with. Is there an opportunity for collaboration/integration at your site? Handout Page 24 www.MinneRA.weebly.com Hubbs Center Reading Apprenticeship Website

intended to be an introductory site recommended beginning sequence of RA activities examples/handouts/video clips for different RA methods links to other RA resources blog - connecting teachers in our area

Handout Page 25 How can we stay connected? Name Email Site Level(s)

Roster Updates Blog Post? Carlynn MillerGore [email protected]

Hubbs ABE/ESL College/Occupational Prep yes yes yes

Kiara Buchanan [email protected] Hubbs ABE/ESL College/Occupational Prep

yes yes yes Session Objectives Describe the basic aspects and value of the Reading Apprenticeship framework Use an Evidence/Interpretation log to engage critical thinking when reading and discussing texts.

Connect with a community of instructors using Reading Apprenticeship methods Access a central resource and collaboration site for Reading Apprenticeship tools Evaluation I learned something new and compelling in this session. I can identify one area where Im likely to use Evidence/ Interpretation logs in the coming year. Reflections

Resources On-Line Resources: http://MinneRA.weebly.com/ - includes Links to Reading Apprenticeship tools Teacher blog Roster of teacher in MN using Reading Apprenticeship Links to additional Reading Apprenticeship sites

http://readingapprenticeship.org/ - includes Reading apprenticeship framework Professional development courses (online, in person) Research results on the efficacy of reading apprenticeship approach Resources books, articles, and downloadable resources and more! Video Resources

Community College, Reading Between the Lives: http://vimeo.com/3493640 or http://youtu.be/SsnBHxJAT80 Google Reading Apprenticeship for more Resources Presenters: Carlynn Miller-Gore, [email protected] 651-744-7555 Kiara Buchanan, [email protected] 651-245-5800

Thank you!

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