In Ericka Senegar-Mitchell’s high school biology courses, she introduces students to the many visuals in their texts with a scaffolding routine for interrogating these complex illustrations. Students work with a partner to Think Aloud or Talk to the Text of a diagram related to a reading assignment and to use a set of questions that she dubs “Diagram Dialogues” to guide their discussion.
Evaluating Roadblocks
For students who do not understand that text is supposed to make sense (and there are more than a few), a first step may be for them to simply identify points of confusion and consciously decide what to do: clarify or move on. This document outlines a classroom procedure for this process.
Sample Metacognitive Log Prompts
Early in a course, when students are new to metacognition, prompts such as the ones included here can help them get started keeping a metacognitive log. Many teachers have students write these on a “bookmark” or the inside cover of their log.
My Genre Preferences
Inexperienced readers may benefit from considering the variety of genres from which they can choose an SSR+ book to read. Even for students who know what genres they like to read, the Genre Preferences activity can open them to new genres they might want to consider.
This PDF consists of two pages, with two versions of this activity: one page that includes context for teachers, and one that is blank for student use.
Reflective Reading Logs and Evaluation Rubric
Experienced Reading Apprenticeship teachers have learned that structuring ways for students to need their logs to participate in class is the most important strategy for ensuring that students maintain their logs.
This PDF contains a sample evaluation rubric for student reflective reading logs.
ESL, Grade 7
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.