Student Learning Goals let students in on all the ways they can expect their reading and learning to grow in a Reading Apprenticeship classroom. They also allow the teacher and students to monitor growth. The learning goals are organized in sets that parallel the Reading Apprenticeship framework: social dimension, personal dimension, metacognitive conversation, cognitive dimension, and knowledge-building dimension. In each subject area, the set of goals is the same in the social and personal dimensions and for metacognitive conversation.

The learning goals vary somewhat by subject area in the cognitive dimension and are entirely discipline-specific in the knowledge dimension. This resource provides Student Learning Goals for literature.

Student Learning Goals let students in on all the ways they can expect their reading and learning to grow in a Reading Apprenticeship classroom. They also allow the teacher and students to monitor growth.

The learning goals are organized in sets that parallel the Reading Apprenticeship framework: social dimension, personal dimension, metacognitive conversation, cognitive dimension, and knowledge-building dimension. In each subject area, the set of goals is the same in the social and personal dimensions and for metacognitive conversation.

The learning goals vary somewhat by subject area in the cognitive dimension and are entirely discipline-specific in the knowledge dimension. This resource provides Student Learning Goals for history.

Student Learning Goals let students in on all the ways they can expect their reading and learning to grow in a Reading Apprenticeship classroom. They also allow the teacher and students to monitor growth.

The learning goals are organized in sets that parallel the Reading Apprenticeship framework: social dimension, personal dimension, metacognitive conversation, cognitive dimension, and knowledge-building dimension. In each subject area, the set of goals is the same in the social and personal dimensions and for metacognitive conversation.

The learning goals vary somewhat by subject area in the cognitive dimension and are entirely discipline-specific in the knowledge dimension. This resource provides Student Learning Goals for science.

A clarification chart helps students focus on where they lose comprehension in a text and what they can do about it. This graphic organizer suggests that reading is not magical, but rather a process of solving problems. The reader is in charge—of identifying roadblocks or confusions, trying problem-solving strategies, and taking a best guess at what the difficult passage may mean. For the teacher, the chart reveals where students struggle and what strategies they have appropriated for taking control of their reading. As students gain control and become increasingly metacognitive, the use of the chart should fade.

This PDF consists of two pages, with two versions of the chart: one page that includes context for teachers, and one that is blank for student use.

These discussion prompts can be used for whole class debriefing of SSR+ reading. Once they are familiar with the prompts, it can be helpful to give a copy to students for their use in debriefing with a partner.

This version of the metacognitive log can be used to work with students around sustained silent reading (SSR+). Typically, students record data about reading time and pages completed as well as their observations about their reading behavior. Some like to include a graph that allows them to chart their progress in reading time and pages completed.

This PDF consists of two pages, with two versions of the log template: one page that includes context for teachers, and one that is blank for student use.