Registration - Fourth Annual Reading Apprenticeship® Conference

 

Friday Afternoon Session Require Pre-registration     

In a Nutshell: Teaching Summary

Nicole Scoggins, Instructor

A few years ago, the opportunity to teach an ESL class and a 90 level English class came to me. At that time, I thought, my ESL students could read the same rich material as my 90 level class with enough support. A colleague introduced me to Reading Apprenticeship.  At that point, I became a student of teaching reading and wrestled with the concepts for about a year. Then, at a conference much like this one (oh it was this one a few years back), the big aha moment came. The framework is the thing! Once that clicked, I became a devotee of Reading Apprenticeship. My adult students that year agreed to join me in the process.  As a result, they were able to not only grasp richer, non-leveled text, but discuss, analyze, and synthesize and everything else fluent readers are able to do. This proof made me a believer.

Attendees walk away with or walk away thinking about:

  • With activities for class that support comprehension and begin the summary-writing process.
  • Having the opportunity to start thinking about how they, as experts, summarize.
  • Learning some techniques for overcoming common mistakes that students make, such as plagiarizing and generalizing.

This is a must-attend session for those who need methods to make summaries happen in their classrooms.


Low Level ESL Learners and RA:  Finding Connection, Inspiration, and Personal Expression through Text

Laurie Stusser-McNeil, Pre-College Faculty, Highline College

I have been teaching ESL to Low Level Adult learners since 2010. I attended my first RA training in 2016 and jumped right in, figuring out how to adapt routines for students who have trouble understanding instructions, let alone reading, in English. The journey continues!

Attendees walk away with or walk away thinking about:

  • Experiencing routines as students and planning activities as teachers.
  • How do I make learning “sticky?”
  • How to adapt RA routines for beginning students—how do I simplify instructions? Build familiarity?
  • How do I create moments for students to connect concepts and ideas in text to personal experience?
  • How do my students connect to each other?
  • What kind of schema do I need to build before we can go into this text? How can I bring it to life and set the stage? What do we need to know?
  • How can I use and integrate one text to teach all ESL class skills (listening, speaking, reading, writing, grammar, pronunciation, computer skills, study skills)?
  • Which higher learning skill do I want to introduce? How do I simplify to make it understandable? How can I teach inference, summary & review, main idea vs supporting points at this level?

This is a must-attend session for those who need methods for applying Reading Apprenticeship in the low-level ESL classrooms.


Putting Reading Apprenticeship to Work in Technical and Professional Programs

Michele Lesmeister, Renton Technical College, College and Career Pathways

Michele has worked with a diverse group of professional technical faculty for the past nine years and has developed some onramp exercises to help their students engage in mindful reading and dig into metacognitive conversations.   Her passion for helping students move from novice to field expert will be showcased in these shared sample assignments. Reading becomes a social activity for code breaking and comprehension.  

Attendees walk away with or walk away thinking about:

  • Modifying existing reading tasks to engage students
  • Using your text to craft metacognitive conversations that promote learning
  • Changing how we think about and assign texts in technical-professional programs
  • Helping students move toward becoming a field expert in thinking, reading and writing skills

This is a must attend for faculty who are struggling with making a shift to a more engaging classroom with the focus on reading.


Reading Apprenticeship and the Research Paper Assignment

Zoe Fisher, Adjunct Librarian, Green River

Zoe Fisher is a passionate community college educator who has used RA routines in her teaching since 2013. While she was a faculty librarian at Pierce College (2012-2016), she taught one-shot information literacy instruction sessions and credit-bearing courses, including Reading, College Success, and Research Essentials. Most recently she was the Pedagogy & Assessment Librarian at the University of Colorado Denver from 2016 to 2017. Her RA-inspired video tutorial, "How to Use a Research Reading Log", has been viewed over 1,000 times on YouTube. You can find her online at www.quickaskzoe.com.

Do you assign a research paper in your classes? Do your students struggle to find quality information, to evaluate their information sources, and to integrate outside information into their writing? This session is for you! As a librarian, I have found that RA routines help students find and use better information in their research writing. This session is intended for librarians, English composition faculty, and any other instructors who ask students to find and use outside information in their assignments.   

Attendees will

  • Learn to help students surface their individual research process, modifying the "Readers Strategy List" for research paper assignments
  • Use a modified "Think Aloud" activity in pairs to discuss source evaluation when searching for information; for example, how do you decide which search results to skip? Which results to click on? Why?
  • Be introduced to a   "Research Reading Log" (a modified two-column log) to surface metacognition when reading new sources of information, using a
  • will use modeling followed by hands-on practice, with some theory and discussion of applications for different routines.
  • Walk away with new learning activities they can use in face-to-face or online settings to help students write better research papers.

This session is a must-attend for librarians and English composition instructors.


Side-by-Side: Understanding the Reading Apprenticeship (RA) Framework in the Context of Universal Design for Learning (UDL)

Elizabeth Demong, Renton Technical College, College and Career Pathways

After dropping out of high school at 15 and getting my GED at 17, I struggled in college. Though I was a good reader, math was a particularly heart-breaking experience for me. At that time, I thought the cause of my struggle was very simple: I was bad at math. The truth, though, was that I was not successful because I’d never learned to examine the way I thought about learning math.

Though I am not sure she would have known to use the word metacognition, my success with math, and college in general, began when I was blessed with an Algebra teacher who encouraged us to have discussions and to collaborate around math concepts and skills. My learning experiences with that math teacher, so long ago, were the game-changer that opened the door to all of my college successes which followed.

When I discovered Reading Apprenticeship (RA), I was already well versed in the principles of Universal Design for Learning (UDL). RA immediately felt like a natural and practical extension of the UDL principles. It provides a valuable framework, as well as practical routines, which train students to externalize and examine their thought processes, appropriate the successful strategies of others and become expert discipline specific readers.

In this session, all four RA dimensions will be explored in terms of their alignment with the three UDL principles. The routines will include Personal Math History, Sentence Frames, Think Aloud, Talking to the Text, Application of the Metacognitive Funnel, Exploring Text Features and Various Visual Organizers for Breaking Things Down and Summarizing Big Ideas.

Attendees walk away with 

  • Examine and relate the RA framework to the principles of UDL.
  • Take part in, and reflect upon, College and Career Pathways classroom activities for language arts, social studies, science and math in the context of the Reading Apprenticeship framework and the principles of UDL.
  • Collaborate with session colleagues to design a classroom activity which utilizes the Reading Apprenticeship framework in the context of UDL.

This is a must-attend session for those who need ideas and methods for incorporating RA and UDL in their classrooms.


The Reading Apprenticeship Revolution:  How to Have Reading Apprenticeship Take Over Your Class and Empower Your Students!

John Falconer & Heidi Sheneberger, Green River College

John Falconer has been helping students master challenging reading matter since he started working as an I-BEST instructor in phlebotomy in 2009 at Renton Technical College. RTC is also where he was first exposed to Reading Apprenticeship concepts and practices through the RATS (RA Teachers and Supporters) group and later through WestEd training. Since then he has tried to bring a wide variety of RA techniques into his classroom and engage his students more fully with their reading. Now a full-time instructor at Green River College in the Transitional Studies Department, John enjoys working with students from all around the world who are earning a diploma or transitioning into higher education.

Heidi Sheneberger has an MEd in Adult Education and Training, specializing in adult learning theory and adult psychology. She has extensive training in working with students with learning disabilities as well as the Reading Apprenticeship Framework of scaffolding and building community. She taught at Pierce College for two years, and has been teaching at Green River College for over 10 years, and recently was hired into a tenure-track position in the Transitional Studies Department. She helped develop the First-Year Experience at Green River, and is involved with advising students. She loves working with a diverse student body, and finding ways to reach as many types of learners as possible.

This session will show faculty how to use RA with various texts, like poems, graphic novels, and other reading assignments, model talking to the text and Think Aloud, create safety, investigate the relationship between literacy and power, share text talk, develop   metacognition and reader identity, demonstrate how to build schema, knowledge of content and world, and texts and language.  In addition, the cognitive domain will get at the big picture, breaking it down, monitor comprehension, use problem-solving strategies, set reading purposes and explain how to help the students adjust their reading processes.

Attendees walk away with

  • Ideas to incorporate RA into their own classrooms easily and seamlessly
  • Example handouts and worksheets that can be used immediately
  • Ready-made Canvas modules that can be imported into Canvas shells

This is a must-attend session for those who need ideas and methods for moving Reading Apprenticeship online and activating learning in the classroom.