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TRANSCRIPT
Reading Apprenticeship:
Using Evidence/Interpretation Logs
MinneTESOL November 15, 2014
Kiara Gilman Buchanan Carlynn MillerGore
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Reading Apprenticeship: Using Evidence/Interpretation Logs
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
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ThinkPairShare 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. strategies
gaps
challenges
questions
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Reflect on Use of Different Dimensions of Reading What do already do in your class? What gaps do you see?
Social
Personal
Cognitive
KnowledgeBuilding
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notes
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“Reading, and its role in promoting achievement,is fundamentally an equity issue.” William Lloyd, district literacy coordinator, Washtenaw Michigan intermediate school district
National Right to Read Foundation (http://www.nrrf.org/research.htm)
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Reading Between The Lives We at Chabot College have been reflecting on basic skills ‘issues’ over the past two years, and we have begun to wonder whether our thinking about reading as a basic skill, as something our students should have learned in high school or in developmental English classes, might be working against us-and our students. The discussion of reading as a basic skill needs to come out of the hallways of English/ESL departments and be taken up by all disciplines. (Flyer for Chabot College regional conference on reading, 2007.) Producer: The Making Visible Project at Chabot College This documentary was created as part of SPECC (Strengthening Pre-collegiate Education in Community Colleges), a joint project of the Carnegie Foundation for the Advancement of teaching, and the William and Flora Hewlett Foundation. Creative Commons license: Attribution-Noncommercial-No Derivative Works 3.0 http://vimeo.com/3493640 or http://youtu.be/SsnBHxJAT80 notes
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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 postsecondary and the workplace? What is our responsibility as ABE/ESL instructors in response to this gap? notes
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Institute of Education Sciences, US Dept of Education 2006-2010 99 High Schools in California and Arizona; 150 teachers received 10 hours RA training
National Science Foundation 2005 - 2008 70 California High Schools; 87 teachers received 10 hours RA training
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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 1 year of literacy support
Data collected by Michelle Lesmeister at Renton Technical College:
● Renton Technical College ABE Classes ● 3-5 Point gain on CASAS after 33 hours RA instruction ● 5 point gain on CASAS after 100 hours standard instruction
(national average) http://readingapprenticeship.org/research-impact/research-results-tools/randomized-controlled-studies/
Notes
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Evidence - Interpretation Log
Students become comfortable using text-based evidence
◆ Answering questions ◆ Making assertions ◆ Figuring out why they’re confused ◆ Learn to support their thinking ◆ Learn established norms for citing evidence
Evidence-Interpretation Log
EVIDENCE
INTERPRETATION
When it says… When I see…
I think…
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Evidence-Interpretation Logs
(metacognive logs)
EVIDENCE INTERPRETATION
What I read...
What I thought...
Evidence Inference
Key Points...
Response...
Evidence Inference
Problem...
Thinking Process...
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EvidenceInference Logs
Can be used with a variety of “texts”
pictures video written material
Sample Scaffolding of EvidenceInference Logs
1. Students identify statements as being evidence or inference
2. Teacher provides inference, students find the evidence
3. Teacher provides evidence, students make inferences
4. Students make inferences and provide evidence to support them
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Students Identify Statements as Evidence or Inference
ELL4, M. Boyle, 2014 1. Identify each statement as evidence (something you can see, hear, feel, touch, read) or
inference (what the evidence makes you think). Use E for evidence and I for inference. ________ This community has a lot of money for public places and public services. ________ Four people are wearing helmets: ________ A man is picking up garbage in the park ________ This is a nice community in which to have children. ________ This community is not very diverse. ________ There are two cars and many people walking. ________ The people in this community want it to be clean. ________ There is enough rain in this community.
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2. With a partner, place the above sentences in the chart below.
Evidence something you can see, hear, feel, touch, read.
Inference What the evidence makes you think.
3. Complete the blank portions of the chart with a partner
4. Form a group of four with another pair and compare your answers. Choose one example of evidence and one example of inference to share with the whole group.
Notes
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Being Accepted I earned my bachelor’s degree in nursing in
Puerto Rico. In college I was very popular and
well liked. I felt like I had a bright future waiting
for me.
I came to Miami because I needed a change. I
had not yet taken my nursing boards, so I got a
job as a nurse’s assistant in a home for the
elderly. It was a lot of hard work.
Later, I got a job as a graduate nurse in a small hospital. There the supervisors made
me go through two orientation periods, and I still didn’t get all of the training that was
given to another graduate nurse, who was white. This was my first experience of
prejudice.
A few months later, I moved to New York. I passed my nursing boards, and got a job at
Mt. Sinai Hospital. There I found myself working very hard in a very large hospital with
many different kinds of people white, black, Indian, Asian, and others. i was not
popular there. There was only one other Hispanic nurse.
What impressed me was that when I treated staff and patients with love, the
differences among us of race, color or background no longer got in the way.
I had a terminally ill patient who was a Hasidic Jew. We had a wonderful
relationship. His wife brought some beautiful sweaters as gifts for some of the nurses.
She gave me first choice, so I received a beautiful pink sweater. I know it was the love
and the respect between us that made the difference.
Coral Andino (Puerto Rico) The Working Experience 3, Smith and Ringel ELL4, E. Andress, 2014
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Students Provide Evidence and Inference
1. Read through the text “Being Accepted” 2. In the inference column write a character trait you think Coral or one
of the other characters has. 3. In the evidence column, provide evidence from the text to support
your thinking. Evidence WHEN IT SAYS…
Inference I THINK / UNDERSTAND
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Teacher Provides Evidence, Students Provide Inference principle violation of principle
P3A1 We shall recognize the contribution 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 coworker 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.
P3A3 We shall exercise care in expressing views regarding personal attributes or professional conduct of coworkers. Statements should be based on firsthand knowledge, not hearsay and relevant to the interest of children and programs.
P3A4 We shall not participate in practices that discriminate against a coworker because of sex, race, national origin, religious beliefs or other affiliations, age, marital status/family structure, disability or sexual orientation,
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Notes:
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Making Connections Across Minnesota
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 in Minnesota
Contribute a blog post to our website: www.MinneRA.weebly.com
Making Connections at Your Site Identify one colleague you could share this information with:
___________________________________________________________
Is there an opportunity for collaboration/integration at your site?
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On-Line Resources: http://MinneRA.weebly.com/
• Links to Reading Apprenticeship tools
• Teacher blog
• Roster of teacher in MN using Reading Apprenticeship
• Links to additional Reading Apprenticeship sites
http://readingapprenticeship.org/
• 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:
Reading Between the Lives:
http://vimeo.com/3493640 or http://youtu.be/SsnBHxJAT80
Presenters:
Carlynn Miller-Gore, [email protected] 651-744-7555
Kiara Buchanan, [email protected] 651-245-5800
Thank You!
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