Reading Apprenticeship

Funding Evidence-based Professional Learning – Federal Grants

Emma Fujii

Funding Evidence-based Professional Learning – Federal Grants

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With limited funds available for professional learning (PL), especially at the middle and high school level, Reading Apprenticeship staff are often asked how districts fund their programs. Some districts use Title I and II funds, and many double their efforts by also securing local, state, and federal grants. One of the largest sources of federal support for initiatives that include literacy-focused PL is the Striving Readers program.

In 2017, the U.S. Department of Education Striving Readers Comprehensive Literacy (SRCL) program awarded more than $364 million dollars to State Education Agencies (SEAs) for multi-year comprehensive education programs that will advance literacy skills for students from birth through grade 12. States complete rigorous planning and application processes, and, if awarded, seek resources and expertise to enact their Striving Reader multi-year plans.

The Strategic Literacy Initiative (SLI) is currently working with SRCL states and districts such as the Maryland State Department of Education and Baltimore County to support their literacy and learning goals. “Efforts like Maryland’s have the best potential to result in positive changes for teachers and students because they are multi-year and systemic,” says SLI Partnership Development Director Sharon Sáez. “Maryland is giving teachers the opportunity to engage in inquiry-based professional learning, with time to practice what they learn, reflect, collaborate and improve with ongoing support from expert facilitators and coaches.”

Contact us today to explore how Reading Apprenticeship can support and inform teaching and learning in your schools.

Engaging Reading as an Inquiry Practice of Science

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With examples from science classrooms, Cynthia Greenleaf explains key Reading Apprenticeship approaches that amplify the reciprocal nature of science and literacy instruction as exercises in inquiry. When literacy is properly understood as an investigation to construct meaning with and from texts, science texts, then—with their conceptual and linguistic complexity and multiple representations of ideas—graphs, diagrams, data sets, and so forth are perfect for stimulating authentic inquiry into the meaning of the ideas being presented.

Presenter: Cynthia Greenleaf
Venue: NSTA Virtual Conference: Connecting Literacy and Science with NGSS and Common Core
Date: August 6, 2014

Download the presentation slides.

Designing Professional Development and Classroom Learning to Increase Student Agency, Literacy Achievement, and Learning

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During her residence as University of Auckland Distinguished Visitor, Dr. Cynthia Greenleaf presented this seminar describing the Reading Apprenticeship research and design principles that engage teachers in sustained, collaborative inquiry into instructional content and student engagement and learning.

Presenter: Cynthia Greenleaf
Venue: University of Auckland, Distinguished Visitor Seminar
Date: March 18, 2014
Location: Auckland, New Zealand

Download the presentation slides for more information.

Apprenticing Adolescents to Academic Literacy in the Subject Areas

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For diverse secondary students to become increasingly independent, capable, and critical in their thinking, reading, writing, and speaking in varied disciplinary domains and in the complex literacy tasks of daily life, they need learning opportunities that help them develop dispositions, text-based problem-solving capacities, discipline-based literacy practices, and resilient learner identities. In this presentation, Dr. Greenleaf shared the Reading Apprenticeship instructional framework and its research base, focusing on case studies of subject-area classrooms and individual student literacy performances to demonstrate the framework and its impact on students’ growth toward engaged academic literacy.

Presenter: Cynthia Greenleaf
Venue: University of Auckland, Distinguished Visitor Seminar
Date: March 20, 2014
Location: Auckland, New Zealand

Download the presentation slides for more information.

Lifting Lives, Voices, and Minds in the Disciplines through Reading Apprenticeship

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In this keynote address to the Wisconsin State Reading Association, Dr. Cynthia Greenleaf asks her audience to consider the “non-cognitive” tools of agency, persistence, and resilience that students will need to meet new standards and to “turn the tables” on what counts for learning: What was confusing? How did you figure that out?

Presenter: Cynthia Greenleaf
Venue: Wisconsin State Reading Association annual meeting
Date: February 7, 2013
Location: Milwaukee, WI

For more information, download the presentation slides.