In Reading Apprenticeship classrooms, various metacognitive note takers are used over and over as a concrete way for readers to track their thinking and build meaning. Teams may also find themselves using metacognitive note tak­ers for looking at student work, interpreting graphics, building an argument, observing colleagues—whenever evidence‐based reflection is called for. Team Tool 5.7 from Leading for Literacy Chapter Five shows a sample of note takers that lead readers from evi­dence to wondering or interpretation.

The Talking to the Text inquiry raises awareness across the team of the wide range of ways to read and make sense of complex text. From Leading for Literacy Chapter Five, Teacher Team Tool 5.6 guides team members through putting their metacognitive responses to a complex text on the text itself, annotating it with their confusions, questions, connections, and thinking about how they are reading and thinking about what the author has, in effect, put in front of them.

From Leading for Literacy Chapter Five, Teacher Team Tool 5.5 provides an inquiry tool for teachers to experience being deliberately metacognitive while reading by thinking out loud about their reading processes. Partners and then the whole group consider the range of ways team members interacted with the text and how it helped them build understanding (or not).

From Leading for Literacy Chapter Five, Teacher Team Tool 5.4 outlines the various purposes that Reading Process Analysis can serve: to make one’s own reading processes more apparent and available, to make disciplinary conventions more apparent and available, to plan lessons incorporating student use of RPA routines, and to plan lessons understanding what scaffolds or strategies to incorporate.

From Leading for Literacy Chapter Five, Teacher Team Tool 5.3 models how a team may want to focus their own reading inquiry and provides a sample notetaker. By doing this exercise, team members can surface the different kinds of resources they bring to the reading of a text, which in turn prepares them to support students in similar inquiries.

From Leading for Literacy Chapter Five, Teacher Team Tool 5.2 provides a detailed reading process inquiry with a goal to demonstrate that different readers use both similar and different reading processes and can benefit from making them public to one another.