The CERA Rubric can appear daunting at first glance. It describes three levels of a student’s control of reading processes across a number of items in terms of metacognitive conversation, use of cognitive strategies, and evidence of knowledge-building — with items specific to student annotations on the text and to responses to the CERA questions. This resource lists several ways to become familiar with the rubric and to simplify or customize the use of it.

To build new understandings of students’ literacy and learning processes, the choice of a disciplinary text for the CERA takes center stage. This resource provides guidance for teachers as they think carefully about choosing texts.

Teachers respond as critical friends to a colleague’s Reading Apprenticeship “case,” — a lesson, an issue, or a particular success — in the classroom implementation of Reading Apprenticeship. This tool digs into a helpful consultancy protocol.

Responding in writing to a team member’s question about Reading Apprenticeship can have the effect of producing more thoughtful feedback and more equitable participation among team members. This resource outlines the “Chalk Talk” protocol.

Teachers report on their own Reading Apprenticeship practice since their last meeting, exchange information about what they are learning or wondering, and reflect on what they may have learned from the exchange. This resource provides a protocol for checking in with teammates.

This template prompts the inclusion of all aspects of the Reading Apprenticeship Framework in lesson design, and assumes that a Text and Task Analysis informs instructional decisions.