ftla 2014: setting literacy goals

8/13/2019 FTLA 2014: Setting Literacy Goals

1/20

Reading Apprenticeship: Making the

Invisible Visible to our students

FTLA 2014

Text and Task Analysis

Setting Literacy Goals

1


2/20


3/20

Consider Schema

World/ Personal: Schema from your lived

day to day experience

Text: Schema about how different text

forms and genres are structured

Discipline: Schema learned as a result of

school; specialized knowledge

Language: Schema about how words are

built and fit with other words

34


4/20

Planning to embed literacy goals

If you have a current course text with you,

get it out now.

You will get to take turns being an expertand a novicein this activity.

35


5/20

Trade texts with a partner from

another discipline

Read the unfamiliar text and capture your

reading process, asking yourself as a reader:

What strategies did I use to make meaning from or

negotiate the text?

What schema knowledge did I bring to the text?

And asking yourself as a teacher:

What challenges might students encounter when

grappling with this text?

36


6/20

With your partner, take a closer

look at Text #1

Discuss the novicepartners experience

reading the text and consider with one

another what challenges students mighthave with the text.

Make notes on the Text and Tasknotetaker.

37


7/20

Still with Text #1

Choose a key chunk of text, one that:

Contains an important concept; or

Is particularly challenging; or Speaks to an instructional goal in terms of

content or literacy.

Novice

does a Think Aloud with thechunk of text while Expert takes notes

38


8/20

Articulate literacy goals for text #1

What RA routine might be most helpful for

students to use when grappling with this

text? What kinds of supports can you design to

build on studentsstrengths and extend

their fluency, stamina, and comprehension

as a reader of texts in your discipline.

39


9/20

Time to take a closer look at Text #2

Discuss the novicepartners experience

reading the text and consider with one

another what challenges students mighthave with the text.

Make notes on the Text and Task

notetaker.

40


10/20

Still with Text #2

Choose a key chunk of text, one that:

Contains an important concept; or

Is particularly challenging; or Speaks to an instructional goal in terms of

content or literacy.

Novice does a Think Aloud with the

chunk of text while Expert takes notes

41


11/20

Articulate literacy goals for text #2

What RA routine might be most helpful for

students to use when grappling with this

text? What kinds of supports can you design to

build on studentsstrengths and extend

their fluency, stamina, and comprehension

as a reader of texts in your discipline.

42


12/20

Debrief Activity

Having any novicereader make their

thinking visible with a text that falls within

your

expert blind spot

is usually a veryeye-opening experience!

When we read with students in mind, we

can plan to support literacy acquisition as

we teach towards our content matter.

43


13/20

Lesson planning to support both

content and literacy goals

44


14/20

Our Goals with Reading

Apprenticeship:

Help students learn to read and think like

insiders (experts) in a subject area

Overcome our own expert blind spot

blending subject-area knowledge with

important understandings of how novices

acquire the conventions, rituals, and

expectations of discourse in that field

45


15/20

RA helps to develop more

powerful readers

Engaging students in more readingfor

recreation, subject-area learning, and self-

challenge

Making the teachers discipline-based readingprocesses visible to the students;

Making studentsreading processes,

motivations, strategies, knowledge, andunderstanding visible to the teacher and to one

another.

46


16/20

Helping students gain insight into their own

reading processes; and

Helping them develop a repertoire of

problem solving strategies for overcoming

obstacles and deepening comprehension oftexts from various academic disciplines

47


17/20

In a Reading Apprenticeship

Classroom, one will notice:

The teacher briefly modeling to make his or

her thinking visible

The students engaging in guided practice ofwhat the teacher has modeled

Students talking with one another abouttheir experiences with the reading

48


18/20

In Reading Apprenticeship

Classrooms, Teachers

Focus on comprehension and metacognitive

conversation

Create a climate of collaboration

Provide appropriate support whileemphasizing student independence

49


19/20

This conversation is a critical

dynamic in the classroom:

Students learn from the teacher and from

each other new ways to engage with and

comprehend academic text. Teachers learn from students what they are

currently doing to make sense of a text,

what knowledge they bring to the text, and

what difficulties they are having.

50


20/20

The metacognitive conversation provides a

powerful and productive window:

For students, into the teachers and other

studentsreading processes, so theycan

broaden their repertoire of strategies anddeepen their subject area knowledge.

For teachersinto studentsreading

processes, so they can plan instruction to

focus on studentsactual learning needs.

51

ftla 2014: setting literacy goals

Documents