The Reading Apprenticeship: Adapting the Think Aloud Strategy for Adult Developmental Readers

1. The Reading Apprenticeship:Adapting the �Think Aloud� Strategy for Adult Developmental Readers Mary Ann Saurino Inver Hills Community College Inver Grove Heights, MN msaurin@inverhills.edu

2. Session Outcomes Understand the �Think Aloud� strategy Original strategy as used in K-12 instruction Adapted strategy: The Reading Apprenticeship WestEd Model My approach Be able to Insert into a text �STOPS� where a specific reading strategy is appropriate Create a �thought script� for each �STOP� Explain orally why you made the choices you did

3. Inver Hills Community College Founded 1972 Second tier suburb of St. Paul, MN 9875 students; 4330 FYE 22% students of color 60% first generation 42% require developmental reading 88% require developmental math

4. The �Think Aloud� Instructor makes thinking accessible to students by describing out loud what�s happening in the mind of a skilled practitioner while modeling the target academic skill Used in both reading and math K-12 Research in K-12 applications of the �Think Aloud� documents student improvement through test results

5. The Cognitive Apprenticeship Modeling- an expert presents something to students  Coaching � Observe students while they carry out a task and offer them with feedback and assistance Scaffolding- Instructor supports students by assisting them with feedback, suggestions, or physical help (cheat sheet). Articulation- method of getting students to describe their mental process of problem solving or reasoning. Reflection � enabling the students� own problem solving processeswith other people�s processes Exploration- Have students to set their own goals for learning. Source: http://nouftyno.wordpress.com/situated-cognition/cognitive-apprenticeship/ Accessed 1/3/12

6. Cognitive vs. Traditional Apprenticeships Traditional Both process and product are visible Occurs where future application of skills will occur Advancement based on competency that is obvious (can be seen) Apprentices can see that skills learned are essential to finished product Cognitive The task is invisible Occurs in a location different from where future application of skills will occur Advancement not always based on demonstrated competencies Students cannot always see that skills learned are essential to finished work

7. The �Think Aloud� as a Cognitive Apprenticeship Reading is a neurologically complex process that relies on the recycling of neural networks which evolved for purposes other than reading Emotion is the rudder for thinking, learning, and decision-making Students� and teachers� goals must be aligned if learning is to occur Learning depends, in part, on mirror neurons and the ability to simulate

8. The �Reading Apprenticeship� Developmental reading instruction as a �Reading Apprenticeship�: The WestEd Model

9. The �Reading Apprenticeship� My adaptations: Focus on Instructional Delivery Whole group instruction and guided/independent practice One-on-one instruction and guided/independent practice

10. Whole Group Instruction Plan Ask yourself, �What do I do as a skilled reader before, during and after reading challenging texts?� List all of these strategies Select those that you will teach during the semester Develop a scope and sequence What is your model of academic reading?

11. Whole Group Instruction Implement Teach foundational skills and have students practice them in class (guided) and for homework (independent) Pre-reading skills Vocabulary management skills Connection skills �Fix-up� skills Questioning skills Reflection skills Summarizing skills

12. Whole Group Instruction Implement As foundational skills are being taught and practiced, model their integration by �thinking aloud� with an appropriate, new text Pre-select text Pre-determine places in the text where specific strategies students already have practiced can be demonstrated Model and provide �running commentary� for students in class Transcribe the process for students Have the students work along with you

13. Whole Group Instruction Implement Using texts students already have read, prepare and model a �thought script� Select a short text with which students are familiar but that contains challenging content Prepare a script ahead of time in which you Insert and number �stops� Name a specific strategy appropriate for use at that �stop� Write out a script of what�s happening in your head Either alone or with a partner, read the original text and the script

14. Whole Group Instruction Implement Using texts student have already read, prepare practice activities Insert numbered stops into a text students already have read but that contains challenging content Along side this prepared text, list each stop and name a specific strategy you want the students to practice at that point in the text Tell the students to �script� their thoughts as the practice the strategy

15. One-on-One Instruction Replace midterm and final exams with 3 individual �reading demonstration� meetings with me First demonstration: weeks 1-6, modified QRI Second demonstration: weeks 7-12, modeling and practice with verbalizing strategic reading thoughts Third demonstration: weeks 13-16 (plus finals week), discussion of independently prepared text and thought script

16. One-on-One Instruction All demonstrations: Establish Shared Goals Provide students with text ahead of time Allow students to select from 4 texts of comparable difficulty but on different topics Use class time to present the purpose and organization of each demonstration Award points for Attending the individual meeting and being prepared (Pass/Fail) Comprehension activities assigned at the meeting to be completed independently (Scored)

17. One-on-One Instruction First demonstration Establish a clear purpose and positive climate Personal connection Check-in Listen to students read out loud for clues about how they process information Have students tell you what they remember (how they retain information) Share what you heard about how students process and retain information: individualized response

18. One-on-One Instruction Second demonstration Have students read aloud from the text they selected and have read, but from a version into which instructor has inserted �stops� Begin by listening to the student read and then, when the student gets to the �stop,� modeling an appropriate strategy out loud As student progresses through the text, begin to ask student to model a specific strategy at a stop or to tell you what strategy would make sense to use at that point (gradual release of responsibility/control)

19. One-on-One Instruction Third demonstration Tell students to come to the demonstration having prepared read the text and Inserted �stops� where they think it makes sense to do so Named the specific strategy they would use at each stop Prepared a �thought script� for the text At this demonstration, have students explain what they did rather than read out loud Ask questions about the students� experiences of the strategy and whether, how and why they would use this approach to reading in the future

20. Activity Read the text Insert �stops� and identify a specific strategy you would use at that place in the text Reflect and discuss the experience Compare your work with student sample Discussion What did this experience show you about this approach to teaching reading?