Reading Apprenticeship is an approach to reading instruction that helps young people develop the knowledge, strategies, and dispositions they need to become more powerful readers. It is based on substantial research that has identified the importance of metacognition and collaboration for students' reading development. At its heart, Reading Apprenticeship is a partnership of expertise, drawing on what teachers and parents know and do as discipline-based readers, and on adolescents' unique and often underestimated strengths as learners.
Think of RAAL Reading Apprenticeship Academic Literacy as a life preserver.
RAAL saves children, 25 students at a time - so that their future will be a possibility and not just a distant dream.
But for this to work, it takes activation - and parents/guardians are a special part of the application. Work with your children, providing time at home for reading and discussion with (you).
PARTICIPATION & DISCUSSION in class is a KEY to getting a good grade in RAAL.
RAAL Parents, Guardians, and Students,
The Reading Apprenticeship Academic Literacy Course is structured around a curriculum in which students read self-selected as well as assigned class texts, learn and use reading strategies, participate in Metacognitive Conversations with themselves and others about their reading processes, and explore their evolving Reader Identities.
Typically, students come to the RAAL Course with many misconceptions about reading, about their own capacities as readers, and about the role reading may play in their lives. Because reading has been unrewarding for most of the students in the course, many have decided they just aren't readers.
They have disengaged and figured out ways to avoid reading.
In other words, students having reading difficulties will try to hide their struggles and, above all, to save face. To dispel students' misconceptions, the teacher demonstrates that reading proficiency develops over a lifetime of reading experiences and helps students see that their different reading experiences and unique strengths and resources all contribute to the classroom literacy community.
Creating a classroom environment where it is possible for unsuccessful readers to reveal their thinking and confusion is not an easy task. It is, however, the basis for students' growth as self-monitoring, self-motivated, and capable readers.
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