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The first thing that struck me was how low the stats are for students at grade-level! It seems that all the effort (in policies and accountability) is just resulting in spinning the wheels!  I think that is part of the country's larger issues with conspiracy theories and other challenges in the public venue (such as education funding and equity) - people, in general, are not given tools to think and analyze, to critique and question.

The other and probably most important thing, was that this apprenticeship reflects how we do standards-based grading in our Chemistry department. We are always re-emphasizing that mistakes are good - we learn best from those! We try to make our classrooms safe for mistakes and find ways to make the concepts visible (in a highly invisible subject) by drawing on their own daily experiences and help them think through how they are thinking to help them through those challenges.

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I am a math teacher, that has only one class that has a text book(Calculus).  So I don't assign reading hardly at all.  But I believe that reading of math books or anything technical is a very large challenge for most people(not just our students).  They see lots of formulas, numbers, symbols, and words they have never seen before.  This is very intimidating to most people.  I am hoping to help students with that though some of the techniques they will hopefully talk about later in the book.

The first two chapters have not given me much to go on. Just what we have been doing does not work for today's students. I also feel every time the author's use the word "reader" I can substitute "problem-solver" or "mathematical thinker." All the types described in the second chapter are the same things we want from our math students. From being persistent, to analyzing, to taking prior knowledge and applying it, to discussions on what we know, want we need to know, and how to precede.

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Marcinelle Sarager's Thoughts: The Protecting Students from boring textbooks section spoke to me. My AP World History text is so boring that I don't want to assign reading from it. The instruction from page 11 was that I should build a bridge between student's outside and inside literacy knowledge and that by persisting with higher level reading, documents will ultimately give students more ability and more confidence in reading for understanding. This ability will lead to a greater curiosity and students will find difficult readings more interesting.

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Marcinelle Sarager's Thoughts: The Protecting Students from boring textbooks section spoke to me. My AP World History text is so boring that I don't want to assign reading from it. The instruction from page 11 was that I should build a bridge between student's outside and inside literacy knowledge and that by persisting with higher level reading, documents will ultimately give students more ability and more confidence in reading for understanding. This ability will lead to a greater curiosity and students will find difficult readings more interesting.

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I also liked the thought from chapter 2 that Reading is Problem Solving. Students come to school to learn how to think, not just for rote memorization or to repeat what the teacher thinks. I liked the thought that fluency begins to develop when students have "frequent opportunities to read text that are accessible for them because the vocabular, the concepts, or both are reasonably familiar. I think the key point is to read, read, and read! The more we do it the better we become.

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Chapter 1
Engaging students is reading is our current challenge. We need to make it relevant and challenging. Some of the students I work with do not have stamina for reading, so I would add reading stamina.
Chapter 2
The thing that stuck out to me was metacognition. It is very relevant as we seek to improve student reading. Our team has been working on annotation or getting our students to have conversations with their text. Taking it deeper is having students think about their thinking as they have conversations with their text. My thought is working with them to dig deeper into their thinking with text will deepen their conversation and comprehension with text.

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As I read through the these chapters, I felt like I was reading current classroom behaviors from the students (and myself) I actually experience. I am looking forward to learning strategies to help my students better relate and engage with reading in math-and across the curriculum.

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The first thing that resonated with me is that reading is best learned when it is applied rather than broken down into parts. This book talks a lot about how repetitively making kids just practice decoding is not effective. This really relates to my classroom because reading in science is different than reading in other subjects. The reason for reading changes how the reader should read and what they should focus on. Even if students have low reading abilities, they need to practice reading with a purpose. If they don't know this purpose, then they are bored, low effort, and really don't care about the reading. Science requires a lot of new vocabulary as well, so everyone will need to work together to learn how to break down the words.

The second thing that resonated with me in these chapters was that I think the personal dimension of reading apprenticeship is super important for students to become real, lifelong learners/readers. Students need to learn the ways that work for them. High school is all about finding/developing who you are and if we can help them become purposeful readers, then we are helping set them up for success in life. They will need to read to figure out information on their own in any path of life (you need to be able to read directions and make informed decisions). Getting this point across to students will help students put at least some effort into reading in class.

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Almost everything mentioned in Chapter 2 is what I am seeing in my classroom. I am a first year teacher and I am shocked at the reading level my students have. My school has presented a literacy initiative, so I am hyper aware of tracking student success in reading.

I especially liked the mention of making your classroom a safe space in which it is okay to be confused about something.

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I heard myself in Chapter 1, and not in a good way! I've been struggling with getting my AP students to read our textbook, and have made some adjustments "because kids don't read." So I'm really looking forward to using the framework outlined in Chapter 2 to increase students' motivation and abilities to read.

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Hunt's Thoughts: There were various ideas presented in Chapters 1 & 2 that I was gratified to see, I am already doing in the classroom. I was completely enthralled though when reading about the kids that are low-level readers because, though I teach higher level classes, it fit the kids to a 'T'. I really liked the end of chapter one, where it stated, "... most students are capable of complex thinking and carrying out disciplinary inquiry but have not been given the skills or self-confidence to approach these tasks effectively." When I look at, talk with, etc., my students, it seems that education has failed them for these very reasons. However, in chapter 2, there are so many parts that we do in the classroom when we read together, that is helping to build their confidence and by showing them how to be critical thinkers, I think we can make a difference!

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Hunt's Thoughts: There were various ideas presented in Chapters 1 & 2 that I was gratified to see, I am already doing in the classroom. I was completely enthralled though when reading about the kids that are low-level readers because, though I teach higher level classes, it fit the kids to a 'T'. I really liked the end of chapter one, where it stated, "... most students are capable of complex thinking and carrying out disciplinary inquiry but have not been given the skills or self-confidence to approach these tasks effectively." When I look at, talk with, etc., my students, it seems that education has failed them for these very reasons. However, in chapter 2, there are so many parts that we do in the classroom when we read together, that is helping to build their confidence and by showing them how to be critical thinkers, I think we can make a difference!

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My first thought when I began reading the 1st chapter was "HOW?"  It seems at the secondary level that students have either gotten with the program and can be successful readers or writers and then there are those, who have given up already.  My big question was, "How do we reach them and bring them back into the fold?"
The 2nd chapter gave me some of the answer by giving us permission to go back to the discussion of reading and making sense of what we are asking them to read as a group. I am somewhat relieved that we can bring it back and continue the thought processes, the modeling, the discussion rather than sending students off to read on their own and figure it out.

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Having taught English for a third of my career and included English instruction in my social studies teaching, much of what I read in these first two chapters is how I strive to teach--to find ways to teach students to read and write critically and give them opportunities to be successful readers. I think a lot of these strategies are tied in with AVID and I have taught at two schools that were part of district-wide AVID programs. Those instructional strategies for teaching critical reading and writing allow for students and teachers to shift their thinking on reading and writing. I do see the same struggles as the teachers mentioned in the text where students do not want to read and the struggles with their near unlimited access to digital media impacting their reading.  

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Having taught English for a third of my career and included English instruction in my social studies teaching, much of what I read in these first two chapters is how I strive to teach--to find ways to teach students to read and write critically and give them opportunities to be successful readers. I think a lot of these strategies are tied in with AVID and I have taught at two schools that were part of district-wide AVID programs. Those instructional strategies for teaching critical reading and writing allow for students and teachers to shift their thinking on reading and writing. I do see the same struggles as the teachers mentioned in the text where students do not want to read and the struggles with their near unlimited access to digital media impacting their reading.  

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"...isolated instruction in grammar, decoding, or even reading comprehension skills may have little or no transfer effect when students are actually reading." 😲

What??? We should NOT be teaching skills separately? Interesting. I'm curious to learn more.

-Colleen Worrell

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Dimensions of Reading Apprenticeship (Chapter 2)

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Dimensions of Reading Apprenticeship (Chapter 2)

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The four dimensions of reading apprenticeship, integrated as a whole framework, resonates deeply with me. Students in junior high have a high need for social learning. Of course in order to be successful, students need that personal component. The mental processes are always a part of working and learning, and gaining knowledge is significant but only one piece of the learning puzzle. The framework makes more sense with all the pieces together.

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Perhaps a very simple idea, but the first chapter addresses students as "inexperienced but capable." I am a new-to-me school this year and my students definitely fit this description in several areas. Their skills are fairly low, but I feel like the expectations for them have been set fairly low by previous teachers and administrators. All too often, students who are struggling or not earning good grades in a class are seen as incapable or unwilling, but I truly think that my students are completely capable. The other quote from chapter one that applies here is, "most students are capable of complex thinking and carrying out disciplinary inquiry but have not been given the skills or self-confidence to approach these tasks effectively."

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Anna Carroll:
I have also noticed the issues described with my students, and I love how the author focuses on optimism, on moving forward and improving. It's easy to gripe about problems, but that doesn't accomplish what we and our students need. I feel grateful and inspired that the author believes "the most powerful resources for improving student reading exist within teachers and their students." I have always felt there are ways to help students be more successful, if only I can learn how to teach that way and use the right tools! I look forward to learning more about the reading aprenticeship process!

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My experience with student attitudes (most likely because of a projection from me) towards reading from the textbook, is that reading from textbooks is something that ineffective, "old school" teachers do. From my own educational classes/experiences there has been such a movement away from textbooks, that most of the science teachers in my department rarely use them, if at all. Even worse, they are not supplementing the textbook with other authentic reading materials. Most of us don't even check textbooks out anymore for the kids to take home. During the huge push towards hands-on, minds-on teaching, I feel like textbooks got put on the WAYYY back burner and/or teachers that consistently had there students reading from it were someone punishing their kids or these teachers quickly became the least liked teacher in that content area.

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I found the first chapter to be very interesting in how most teachers are teaching and that it really doesn't help our lower readers.  I have taught a self-contained special education class for the past 21 years.  Of course, my students all have significant reading delays and our PLC team has focused on reading fluency for years.  All of our remediation materials are exactly what chapter 1 says doesn't work.  In reading chapter 2, I feel that I have always tried to create a safe place for my students to read and learn to read and comprehend.  This is my first year not teaching self-contained and I find it much more challenging to create safety for my students.  They are so critical of each other and themselves. - Darla Knight

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I found the first chapter to be very interesting in how most teachers are teaching and that it really doesn't help our lower readers.  I have taught a self-contained special education class for the past 21 years.  Of course, my students all have significant reading delays and our PLC team has focused on reading fluency for years.  All of our remediation materials are exactly what chapter 1 says doesn't work.  In reading chapter 2, I feel that I have always tried to create a safe place for my students to read and learn to read and comprehend.  This is my first year not teaching self-contained and I find it much more challenging to create safety for my students.  They are so critical of each other and themselves. - Darla Knight

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Something that stood out to me was the discussion of achievement gaps and the persistence of feelings of "failure" among students. Something I saw last year in a freshman reading class was how discouraged many of them seemed, and how they had internalized the idea that they would simply never be good readers. I am interested to see what this book has to say about how to narrow that gap and increase student motivation for reading.
I also liked the discussion of safety in failure. I try to always create an environment where students feel okay taking risks with their answers, even if they may be wrong, and using that to add more teaching opportunities.

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Investigating the Relationship Between Literacy and Power Section (28)

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Investigating the Relationship Between Literacy and Power Section (28)

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I feel like this is information and history that we typically don't talk about in school. Frederick Douglass said "when you learn to read you will be forever free." Literacy is one of the most powerful tools that we can equip our students with.

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"Yet research has shown that isolated, skills-based instruction in reading may perpetuate low literacy achievement rather than accelerate literacy growth." (3)

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"Yet research has shown that isolated, skills-based instruction in reading may perpetuate low literacy achievement rather than accelerate literacy growth." (3)

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Throughout my career as an English teacher, I've taught fewer and fewer full novels. This reminds me of the low literacy rates that I've seen amongst my students and the way that teaching English has shifted.

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I am new to the world of secondary reading and find it's very tempting to teach around the text. What starts as scaffolding easily turns into "I'll do it for you." I have to tell myself (repeatedly) that it's ok for them to struggle with a text.

The other piece that caught my attention was the discussion of safety. It brought to mind a passage from the book "Beyond Quadrant A" that talks about the importance of making failure a positive thing. That is another piece I have to be very mindful of when I'm working with students.

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Ch.1-

We have a responsibility to help students learn to approach difficult texts as informed, critical thinkers armed with appropriate strategies and mental habits.

Ch.2-

In Metacognitive conversation, students and teachers become consciously aware of their mental activity and are able to describe it and discuss it with others. Such conversation enables the “invisible cognitive activity” to be visible, and empowers teachers and students to reflectively analyze and assess the impact of their thinking processes.

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From a Special Ed perspective, Chapter 1 really resonated with me. Especially in Sped, student discrepancies in reading often shape and define their attitudes or “academic/reader identity”. In my experience, students’ lack of confidence and interest to tackle difficult reading is often the number one factor. They know they have a learning disability, hence it's the obvious barrier and easy to accept. But it was interesting and affirming for me to hear more detailed information about what research says and what studies are showing in regards to teacher beliefs and practices. From a Sped lens, I have definitely seen how historically and still very much common, professionals are guilty of relying heavily on remedial practices and one-stop-shop programs to fill all the holes and gaps. That then leads to misinformation or misinterpretation about our students and even misplacement into specialized programs. It’s almost as if we then start to create this safety net around our students that struggle, losing sight of the capacity to teach them up and create persevering lifelong learners. The dangers to teacher attitudes and beliefs were highlighted for me in this chapter. Additionally, we often unintentionally create those literacy ceilings or caps for our students and immediately label them as “unable”. The other part that stands out to me and relates to my experience, is the ways in which teachers do find a way to make engaging the text “easier” or tolerable by teaching around it. Especially in content areas aside from English, it takes time to tackle a dry text with students in order for them to grasp the concepts. That time unfortunately is not always there.

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As I was reading, the first piece of the text that resonated with me is what reading often looks like in the classroom now.  Even as an English teacher, I find it increasingly difficult to get my students to engage in complex reading tasks.  The book mentioned a lack of stamina and motivation.  I see that all the time with my readers.   Many students feel indicate they don't like reading or aren't good at reading, so they just don't want to try at it.  When assigned any independent reading tasks, an increasing number of students will avoid it entirely.  I have found myself increasingly scaffolding the reading process in order to make sure students are doing what they need to do.  I'm interested to see what I can be doing that to start giving more of that responsibility back to my students.

The second piece that stood out to me was the emphasis on the importance of metacognitive thinking when reading.  I hadn't heard a great deal about it prior to SpringBoard.   One focus in my department this year is on having students annotate as they read, so we have been discussing this and modeling it daily.   It is good to see the research emphasizing the importance of spending time on it.

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The first thing that resonated with me is the fact students avoid tasks that are difficult or embarrassing to them. Many times this is reading. The issue is that reading impacts all subjects and all learning, so by avoiding reading due to struggles, this will just create more problems in all academics. It also impacts a students vocabulary and ability to effectively communicate in multiple settings. A teacher who can show content knowledge in an array of subjects has multiple literary resources to practice with the students. Which leads into response #2...

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One thing that resonated with me is the immense impact a student's support system and community has on their reading interests. The student must be surrounded by competent role models that promote reading in all capacities. In my own classroom, I would always share with students the books I am currently reading and the new learning I am currently "obsessed" with. The students need reading as an everyday habit modeled for them by adults they trust and respect.

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Engaged readers in every content area

"The amount of both growth and confidence that students in our school have displayed as a result of Reading Apprenticeship has been absolutely stunning."

- Alicia Ross, teacher at Blue Ridge High School, PA
See Reading Apprenticeship in Action

See how 7th graders unlock science text using Reading Apprenticeship

Our approach: why it works

Educators today face the challenge of meeting rigorous standards. Increasingly, students must be prepared with high-level literacy skills, including the ability to think critically, synthesize information and construct evidence-based arguments.

Reading Apprenticeship is a professional learning model that meets these challenges. Our approach is proven to develop student academic identity, engagement, subject-area knowledge and disciplinary literacy.

Reading Apprenticeship engages students through four interacting dimensions of learning. These dimensions are developed through Metacognitive Conversation that explores students' thinking processes.

Learn more about our approach

Credible data. Proven results.

Over 25 years of research, including multiple randomized controlled studies, demonstrate that Reading Apprenticeship yields marked positive outcomes for students in literacy, content area learning, and academic success. These studies consistently show students in Reading Apprenticeship classrooms out-perform peers in 'business as usual' classrooms.
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How Reading Apprenticeship can help:

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Improve college and career readiness through professional learning that works for all teachers.

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Engage students in disciplinary literacy practices. Connect social-emotional learning to academic growth.

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Engage with us in continuous improvement and field leadership through active research, development and publication.

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Engage with communities of practice to accelerate and deepen student learning in all disciplines.

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A professional learning model that works for all teachers-improve college and career readiness by helping students become stronger readers and writers.

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The Strategy:

Golden lines are an opportunity for each reader to share their learning from the text. It allows readers to collaborate and share their own learning and knowledge.

A golden line can be a line from the text that:

•raises questions for you

•confirms what you already believe

•makes you say aha

•conflicts with your beliefs

•causes you to reconsider prior assumptions

We will use this strategy at the beginning of every book study session moving forward - sometimes we will do it in the chat, sometimes we will post them on padlet, sometimes you can post them in your digital notebook!

So come ready with 2 golden lines from the chapter each week!

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I found this section of Chapter 1 important.  This is happening in our classrooms.  

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I found this section of Chapter 1 important.  This is happening in our classrooms.  

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How did the ideas about academic literacy, both student attitudes towards reading and teachers trying to engage them, reflect any of your own experiences in the classroom?   

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How did the ideas about academic literacy, both student attitudes towards reading and teachers trying to engage them, reflect any of your own experiences in the classroom?   