Reading for

Understanding

Why do we need to make

changes?
Research is showing
Discrete skill practice does not
work.
Decontextualized reading of short
paragraphs does not improve
critical thinking
Skills do not transfer

Reading Apprenticeship
Is an approach that addresses
academic rigor
and
academic engagement

Critical Steps in Class

Critical Thinking First
Discussion on reading is most
important
Embed mini-lessons on skills
during discussions
More writing Summaries (25
Word Abstract), text talk,
Metacognitive Logs

Engaged Academic Literacy

The Social and Personal Dimensions
Metacognitive Dimension
Cognitive Dimension
Knowledge Building Dimension

Social and Personal

Dimension

Social Dimension

Interest and Reading Surveys

Setting Norms for Learning (3.4)
Scaffolding Academic Conversations (3.5)
Sentence Frames that Support Academic
Conversations (3.6)
Its Cool to be Confused!

Relationship Between
Literacy and Learning
(Motivate the Elephant)

Research about education and economic

power (3.7)
Essential Question to Build Motivation (3.8)

How do peoples experience shape their attitudes

toward reading?
Why do people read?
How does literacy open and close doors in peoples
lives?

Personal Dimension

Why Read? Setting Authentic Purposes

Personal Reading History
Developing a Growth Mindset (Article for week
1 or 2)

Metacognitive
Conversation
(Making Thinking
Visible)

A question I
have is

I got confused
here. Ill keep
reading and
check back.

I got lost. I
better reread
this part

What is a metacognitive
conversation?
Becoming aware of the thinking process
while reading.

So what its
saying is.

Why is metacognition
important?
Metacognitive knowledge has been shown to be
a significant predictor of reading comprehension;
however, students do not automatically develop
useful
metacognitive strategies with time or age (Baker,
2008).
Pintrich (2002) noted that there is a number of
students
who come to college having very little
metacognitive
knowledge; knowledge about different strategies,
different cognitive tasks, and particularly,
accurate
knowledge about themselves (p. 223). However,
there

Metacognitive Dimension

Introduce/Modeling Thinking Aloud (3.10) (4.6)

Students Practice Thinking Aloud (4.2)
Capturing the Reading Process (Keep Reading
Strategies List in Canvas for Teacher/Students
to update (4.3, Classroom Close-up 4.2)
Making students partners in improving their
reading (Classroom Close-up 4.3)
Metacognitive Bookmark (4.7)
Talking to the Text (4.8, 4.9)
Metacognitive Reading Log (4.10 5.6)

Grading Metacognitive
Thinking???

Making Metacognitive Logs Count (5.6)

Cognitive Dimension

Cognitive Dimension
Assembling a Reading
Toolbox

Chunking ( 7.2 - Previewing, Supporting

Details, Patterns)
Clarification Chart (7.4 7.5,Inference)
Questioning (Student created - Request 7.8
and QAR 7.9, Classroom Close-up 7.7)
This is About/This is Really About
(7.12 -7.13 - Main Idea)
Summaries 7.10, 7.14 - 25 Word Abstract
Previewing Informational Texts 7.16
Reciprocal Teaching Role Cards Five People
(Facilitators Clarification, Question,
Summarization)

Knowledge-Building
Dimension

Knowledge Building
Dimension Building
Schema

Schema personal lifetime of knowledge

based on reading and experience
Ambiguous Headlines/Cartoons (Inference)

Knowledge Building
Dimension Building
Knowledge of Language

Word Detectives (8.12, 8.17 Vocab in context

Word Pattern Investigation
Sentence Detectives