These framing questions were developed by teachers of different subject areas and with varying Reading Apprenticeship experience and varying experience using the observation protocol. Teams can consider which of these might yield the richest learning — for the teacher being observed and for the team as a whole — as preparation for writing their own framing questions.

When teachers allow colleagues to watch them teach, an observation protocol makes the transaction safer for everyone—this resource contains a sample. The teacher being observed sets the parameters of what observers should be watching for, and observers have a clear structure within which to respond.

Teachers can use this snapshot of a Reading Apprenticeship classroom as a reflection tool, for lesson planning, and with colleagues for peer observations. It can also serve as a guide for administrators’ classroom walk-throughs.

When teams explore print and video classroom vignettes, the vignettes serve as a common text that allows team members to observe student and teacher behaviors that contribute to students’ academic identity and growth. This document provides context and protocols for classroom vignettes as a learning opportunity.

Reading for Understanding is a rich resource for classroom vignettes. This document lists 13 classroom close-ups found in the pages of Reading for Understanding, as well as videos posted on this website.

This resource outlines protocols that prime engaged reading: Golden Line Procedure and Last Word for text discussion.