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I work with a lot of EL's. Using RA strategies has helped them better comprehend the words on the page. Making connections to the text helped them better understand the vocabulary.

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I introduced my students to the Reader History survey at the beginning of the semester. I encouraged them to be honest about their reading past, present, and future. They appreciated the personal connection and were more forthcoming in discussions.

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I have been in classrooms where students have used the strategies and I believe it is helping them become deeper thinkers as readers. "Thinking about their thinking" as they read.

I can see that using the RA strategies has helped with students engagement with the text and has had a positive impact on the learning.

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My seniors were reading scenes in Hamlet and were reading a critical commentary on why it is considered one of Shakespeare's worst plays. I had two students leading their individual groups and using Think Aloud strategies with their individual groups. As I listened and observed the groups, both students really led their groups and allowed students to share their interpretations. They got it! I was one happy teacher!

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My freshman composition course was reading, "Thinking Like a Mountain" by Aldo Leopold. It's a short, but challenging, text, so I thought it would be a good opportunity for a Think Aloud. Students read with partners and we'd pause to discuss and add to our reading strategies list. At the end of the period, I asked students to reflect on what helped them understand/process the text. Multiple students shared that talking about the reading strategies was the most helpful because they didn't know their brain was supposed to be doing anything while they read, and they understood the text better as they tried some of these "new" strategies. They've seemed more confident since!

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We were working with talking to the text and I had a student tell me that she really liked being able to talk in small groups first. It gave her the confidence she didn’t have before to speak up and contribute to whole class discussion.

This was a student who was hesitant to share in the past. This format has been successful in giving voice to students in the classroom who do not normally speak up/volunteer.

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I had a very low level reader start participating in discussions so much I had to ask him to give other students a chance to talk. He was so excited he could participate.

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We were working on our first SchoolNet online. Students were supposed to treat it as a mock exam. We were about to get started when several hands went in the air and students started asking for paper. As I walked around while they worked, students were talking to the text, summarizing, and doing their version of a reading interpretation notetaker.

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A student this semester said "I can't read" as we were doing a class think aloud and talking to the text. I encouraged them to follow along as we talked together as a class. They ended up writing a lot of really good stuff on their documents. I pointed this out to them toward the end of class and they admitted they just didn't like doing the work of reading but it was actually not that bad doing it this way.

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My English II class participated in a Socratic dialogue, fishbowl style, after reading Oedipus Rex; however, they generated their own questions for the activity. I was impressed with the level of engagement and thought that went into not only writing the questions but the dialogue that took place as well. Giving them a role in crafting their own questions and taking ownership of their learning made them feel invested.

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I had a student say that this didn't help him at all because it just slowed him down and made him think about what he was reading.

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I heard a student say that Reading Apprenticeship strategies helped them to understand the text. This moment showed that Reading Apprenticeship gives students a tool set to use to tackle difficult reading passages and to think about how they are thinking.

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I had the opportunity to watch/sub in an English classroom last week and the students were analyzing poetry (Christmas poetry). The students were supposed to be working independently but I began to hear talking on one side. As I made my way over, I heard one of the girls tell another student... "Don't forget to talk to the text, make your thinking visible!" I stopped and asked her what that meant to her and she said that she always forgot what she read until she started talking to the text. The teacher made this an everyday occurrence in this classroom.

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This semester I told students in my READ180 class that it was ok to be confused. We went through the Fix-Up Steps and the student was really excited to know she could do some things on her own to actually improve her understanding of what she's reading.

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Share a specific moment when you observed a shift in a student's engagement or understanding as a result of using a Reading Apprenticeship routine in your classroom.
 What did that moment reveal to you about the impact of Reading Apprenticeship on student learning? 

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Share a specific moment when you observed a shift in a student's engagement or understanding as a result of using a Reading Apprenticeship routine in your classroom.
 What did that moment reveal to you about the impact of Reading Apprenticeship on student learning? 