Interested in learning more about Reading Apprenticeship facilitation? Read on to learn about Sheng and her “why”! Apply to our 2022 Reading Apprenticeship Facilitator in Training program. Applications are due March 31, 2022.
Location: Clovis, CA
Years of Teaching: 8
If you had to describe yourself as an educator, what six words would you use and why?
I would describe myself as a “students first,” “always learning,” “always improving” educator because my students are at the forefront of every professional decision I make. Due to that, I am always looking to learn and improve upon my craft to better help them find success.
Reading Apprenticeship meets students where they are at and is a toolbox of strategies that will help students build confidence and problem solve in reading complex texts across disciplines.”
What drew you to Reading Apprenticeship?
What drew me to Reading Apprenticeship is that it teaches students to push through the struggle and develop grit and problem-solving skills without constantly relying on the teacher for help. Reading Apprenticeship improves literacy across all disciplines and allows students to share whatever their level of insight is collaboratively while meeting students where they are at so that all students, no matter their varying abilities, are able to be contributing learners and teachers in the discourse of the learning taking place in the classroom. Reading Apprenticeship not just tackles literacy comprehension in terms of words and reading, but literacy in terms of graphs, charts, images, etc. to help improve literacy across disciplines.
What is your go-to Reading Apprenticeship routine?
“Reading Strategies List” is my go-to Reading Apprenticeship routine!
Can you share a story about a time when you or a student had an “aha!” moment with Reading Apprenticeship?
I was teaching an 11th grade class that had struggling readers and some RSP students. As my class was reading the complex but very powerful “Letter From Birmingham Jail” by Dr. Martin Luther King Jr., I overheard my students engaging in metacognitive conversations while talking to the text. They were problem solving when they got to difficult parts in order to make sense of the text and they were not afraid to share out when they were confused so their peers could help them out. They were also sharing insights they found on their own that they were proud of to help their peers learn from their insights. “Birmingham” is a complex text and when my students got through the reading and completing the rhetorical analysis task at hand and realized they did not once ask me for help, one of my students said: “Mrs. Vu, you are an amazing teacher!” They had credited me for their comprehension and engagement of this complex text, but they did not realize that I had done nothing but observe them collaborating and working through the “struggle” instead. They had done this all by themselves without having to rely on me, the teacher, for any help so I replied to this student and to the class: “Don’t thank me! You did that all by yourselves. Thank yourselves. That was a hard text and you all did it by yourself!” to which some of them proudly replied “we DID do that all by ourselves!”
If you could describe Reading Apprenticeship in a sentence, what would you say?
Reading Apprenticeship meets students where they are at and is a toolbox of strategies that will help students build confidence and problem solve in reading complex texts across disciplines.
What are you reading right now?
The Space Between Worlds by Micaiah Johnson.