Impact & Stories

Collecting documentary video in Reading Apprenticeship classrooms has long been a research and professional development priority. From one-on-one student reading interviews to extended units of subject area instruction, this documentation is a rich resource for investigating how adolescent and adult literacy happens and what it looks like.

The small sample included here is drawn from case studies we use in professional development. Each is a three-to-five minute edit of a longer classroom experience. To be sure, these teachers have prepared their lessons carefully, but all teacher and student interactions are authentic, in-the-moment responses—just like teaching!

Classroom Videos

Grade 7 Life Science

Many of the students in Pam Moore's Life Science class are English learners or former English learners. Pam wants her students to read texts for science inquiry. We see Pam model her reading processes spotlighting the questioning. The students take up reading, posing questions, and sharing them with each other and with the class.

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College General Physics

The students in Lilit Haroyan’s General Physics class are accustomed to surfacing their confusion. Their instructor asks them to use one another and their texts as resources to make sense of physics concepts. As they do so, they engage the scientific literacy practice of using texts, diagrams, and equations to understand a concept.

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College General Chemistry

Linda Zarzana's General Chemistry classroom is abuzz with inquiry. Her syllabus states that "My view of lecture time is to challenge your understanding of new information, and, more importantly, for you to grapple with this information along with your peers." In this session, we see her 55 students engaging with the electrochemistry concepts they previously encountered through reading and lab, driving their understanding forward through questioning and collaborative sense-making.

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College First Year Seminar

Shelagh Rose’s First Year Seminar students engage in Think Aloud to begin reading an academic, peer-reviewed article. They are learning to leverage their own and their peers’ prior knowledge, and to actively problem solve with academic texts. Ultimately, they are empowered to bring their own perspectives, questions, and concerns to college coursework.

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College Precalculus

Richard Abdelkerim wants his Precalculus students to engage on a conceptual level even with procedure-oriented topics. In this session, students collaborate to assemble their understanding of why (not just how) they might use row echelon form to solve a system of equations.

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Middle School ESL

Rita Jensen’s students encounter a new poem in their new language by Talking to the Text. We see close-up examples of their annotations and how this routine builds engagement and helps students identify reading problems and questions for collaborative investigation.

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Grade 9 Academic Literacy

Students in Cindy Ryan’s academic literacy class practice Thinking Aloud in a whole class metacognitive conversation. These students have shed self-consciousness about being confused, and may instead ask each other, “How did you figure that out?”

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Grade 9 Literature

As Lisa Krebs introduces her ninth-graders to To Kill a Mockingbird, she also introduces them to the concept of schema. Students develop the notion that they all have schema from what they have learned and lived to help them solve reading problems.

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Intro to Chemistry

Will Brown’s Oakland high school students are profoundly inexperienced readers. But their teacher invites them to learn about acids and bases by asking questions, making connections, and noticing where the reading gets sticky. Then they problem solve.

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The students in Ericka Senegar-Mitchell’s class are weeks away from graduation. Many are heading directly into careers, with biotechnology high on the list. As students interview each other about a technical paper they have just taken up, we recognize a class in which confidence and competence have emerged from consistent challenge and support.

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Honors U.S. History

Many of the students in Gayle Cribb’s honors class are English learners or former English learners. All of them do the work of historians by grappling with primary sources, making text-based arguments, and helping each other think through reading challenges.

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Adult Basic Skills

Michele Lesmeister’s students range from high school students working on their diplomas to adult immigrants working on their English. In small groups and as a class, they push each other to read closely and defend their ideas with evidence from the text.

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