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
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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

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

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Evidence - Interpretation
Students learn to support their thinking.

Why do you think that?

Where is your evidence?

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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

Inference

Key Points...

Response...

Evidence

Inference

Problem...

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?

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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

Carlynn.Miller-Gore@spps.org

Hubbs

ABE/ESL
College/Occupational
Prep

yes

yes

yes

Kiara Buchanan

Kiara.Buchanan@spps.org

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, carlynn.miller-gore@spps.org

651-744-7555
Kiara Buchanan, kiara.buchanan@spps.org
651-245-5800

Thank you!