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Reading Apprenticeship

Reading Apprenticeship . Using RA. Schema!. Schema is a student’s prior knowledge teachers can use to help the student build upon and gain new knowledge. Schema is one’s personal library of knowledge . Thus, it is different for each student.

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Reading Apprenticeship

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  1. Reading Apprenticeship Using RA

  2. Schema! • Schema is a student’s prior knowledge teachers can use to help the student build upon and gain new knowledge. Schema is one’s personal library of knowledge. Thus, it is different for each student. • The overarching goal is increasing their confidence and competence as independent, critical readers and competent learners. • Teachers need to help students become metacognitive about schema. (They aren’t always aware of what they already know!) They can think of themselves as capable problem solvers!

  3. When students realize they do not have to already know everything about everything, and realize theyalready know so much,it is time for celebration!!

  4. What do your students think about reading assignments or story problems?What schema do they have? *Not* all schema is positive! • Typically students HATE story problems! • The schema they have about them is FEAR! • They’re notexcitedabout reading assignments either! • In order to approach a story problem without hate and fear, students need to have confidence they have the schema or tools needed to solve the problem. • Here is where RA comes into play! I will demonstrate.

  5. Let’s fix the car’s engine. What tools do we have?What tools do we need? We would never think of fixing a car’s engine without having the right tools. So we’re not going to try to *solve a problem *read an assignment * or ”fix it” until we know we have all the tools needed.

  6. What tools do WE already have? We can: *add, subtract, multiply and divide. *read the English Language. *remember to watch for information that is in bold print. *focus on thinking while reading. *ask questions as we go. *jot down words we do not know. *make connections. *use our RA tools.

  7. Think Aloud and Talk to the Text • Teaching your students to think aloud, toshare their thoughtsas they read, is a powerful tool. • They will be sharing what they know and what they don’t know. They can be making connections. • Talk to the text is another powerful tool. As they think aloud, they can be jotting down notes and marking on their papers. They can go word by word writing down what they know and what they need to know. They can ask questions about the text.

  8. Before the Dreaded Story Problems: The tools • Negative and positive numbers • Order of Operations • Joining like-terms: One of these things is not like the other, one of these is just the same. • Bar Story: You get to be a Ninja Fighter! • *Mathish*: Translating English words into Math language and knowing Math Symbols are powerful! • Know which formulas to use. • Reading Apprenticeship Tools-Talk to the Text, What do you know, what do you want to know.

  9. English Language to Math Language ExampleExpressionExplanation A number increased by four X + 4 or 4 + X Increased by means to add Nine more than a number r + 9 or 9 + r More than means to add Eight less than a number y – 8 Less than means to subtract Eight decreased by a number 8 – y Decreased by means to subtract ( Compare the last two examples. Why the change of order?) Four times a number 4e Times means to multiply (Notice no sign between number and variable. When a number sits next to a variable it automatically means multiply.) The product of 5 and a number 5pA product is the answer to multiplication A number divided by six X/6 Notice the divisor goes on the bottom Six divided by a number 6/X The unknown number (X) is the divisor

  10. QUESTIONS, QUESTIONS QUESTIONS!!!!! • Before you lecture, ask questions. • (What do you know?) • Before you explain, let them explain. • (Who can explain this. What do you think?) * The more they own, * the more they recognize, * the more they put it together, * the more they solve, and * the more you acknowledge their successes, the more they move forward with confidence! • Before you lecture, ask questions. • Before you tell, ask questions. • Before you explain, let them to explain. • The more they own, the more they recognize familiar things, the more they can put it togetha, the more they can be acknowledged, the more math and the dreaded story problems will be less intimidating.

  11. Algebra ? • Finding the unknown. • So, one must be a Great Detective to find the unknown. • And…one must be a great Ninja Fighter remembering to ALWAYS use both weapons. • But first, what do you THINK about or know about Algebra? • Share with the class. This is so important! They are now in charge and are owning their thoughts.

  12. As kids, they saw a line to write on or a box to fill in but they were still finding the unknown. 2 + ___ = 5 What goes in the blank? 5 x ___ = 15 What goes in the blank? ENCOURAGEMENT!! The rules of algebra are always the same. Unlike reading a poem where each person has their own interpretation, algebra is the same yesterday, today, and even tomorrow. Ask your students what rules must be followed for the above equations to be true. How did they find the missing number? Questions, questions, questions!!!

  13. The Bar Story • Once upon a time…..

  14. Geometry • Using questions, questions n’ more questions • What Shape is it? • What is wanted? Area, perimeter, surface area? • What info do you have? • Is all the info usable? They won’t put it all on a silver platter and serve it up to you! • Find the formula you need. • Fill in the formula.

  15. More Ideas *Loooong word - Diameter *Short word – Radius * Show patterns before actual teaching *Pythagorean Theorem: Happy  you have 2 legs- it’s addition Sad  you don’t have 2 legs-it’s a negative/subtraction *Proportions: Compare the leg muscles to the leg muscles, and the arm muscles to the arm muscles. Don’t be unfair! Match it up! *Percents: Magical Formula Part = _%_ Whole 100 Step right up folks, only 2 steps and you’re a winner! • Cross multiply 2) Divide by third number.

  16. I have added these next two frames and have inserted the Bar story at the end of this presentation. But when I share this presentation, I actually demonstrate the Bar Story on the board in front of the class. I hope I have made it clear enough to understand. 

  17. The Bar Story • The number, which is the Evil guy, sits next to the variable, which is the Girlfriend. The Bodyguard is the look out guy and we get rid of him first. The goal? Get girlfriend alone! • Evil Body • Guy guard • 3x + 2 = 17 There are 2 weapons to use: Opposite and Balance. The +2 is the body guard - 2-2 so we take “him out first” by doing the opposite (-2) of what he is, and then 0 15 we balance the equation. Now we have a new equation: 3x = 15and then we start the fight all over with the same weapons. The opposite of 3 3 of multiplying by 3 is dividing by 3 and then we balance. 3/3 is one and one times x is x. So we get as our final answer: x = 5 The Girlfriend is alone and is 5. We won the fight.

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