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1 Tex Sudy of Kevin Clarke Sudens pracice he Think Aloud wih in-school ex, and for he firs ime hey apply he uni Essenial Quesions o heir reading. AT A G L A N C E 7 L E S S O N STRUCTURES & STRATEGIES LESSON SEQUENCE STUDENT GOALS Classroom Communiy Guidelines Mobilizing Schema Seing a Reading Purpose u 10 MIN. [1] The eacher prepares sudens o underake heir firs ex sudy lesson wih rouines ha recur in every ex sudy: mobilizing relevan schema and seing a reading purpose. Sudens use relevan neworks of background knowledge, or schema, so ha new informaion has somehing o connec o and is easier o undersand. Think Aloud Making Connecions Quesioning Idenifying Roadblocks Reading Sraegies Lis u 5 MIN. [2] The eacher models a Think Aloud wih he Kevin Clarke ex. Sudens lisen and learn from he reading confusions and undersandings of ohers. Classroom Communiy Guidelines Think Aloud Making Connecions Quesioning Idenifying Roadblocks Reading Sraegies Lis u 30 MIN. [3] Parners pracice he Think Aloud of Kevin Clarke. Sudens monior heir reading processes and idenify problems. Sudens share reading confusions and undersandings o ge and give help. Sudens lisen and learn from he reading confusions and undersandings of ohers. Essenial Quesions Organizer Golden Line Making Connecions u 5 MIN. [4] The eacher inroduces he Essenial Quesions Organizer and models choosing a Golden Line. Sudens make connecions from exs o heir experience and knowledge. LESSON 7 TEXT STUDY OF KEVIN CLARKE 139

2 LESSON 7 AT A GLANCE STRUCTURES & STRATEGIES LESSON STEPS STUDENT GOALS u [HOMEWORK] Sudens complee he reading of Kevin Clarke and choose Golden Lines. Essenial Quesions Organizer Golden Line u 5 MIN. [5] Sudens share heir Golden Lines and he eacher models compleing he Essenial Quesions Organizer. Sudens make connecions from exs o heir experience and knowledge. Essenial Quesions Organizer Wriing o Reflec Building and Refining Schema Word Wall u 15 MIN. [6] Parners apply he Essenial Quesions o heir reading of Kevin Clarke. The class considers sudens answers o he Essenial Quesions Organizer. Sudens alk abou heir reading processes o undersand hem beer. Sudens read o undersand how lieracy opens and closes doors in people s lives. Sudens use wriing o sep back and hink abou wha hey are learning. u Wriing o Communicae [HOMEWORK] Sudens wrie a leer o Kevin. Sudens wrie o communicae heir ideas o ohers. 140 R E A D I N G A P P R E N T I C E S H I P ACADEMIC LITERACY COURSE

3 G E T T I N G R E A D Y Think Aloud Tex Noes (p. 151) Golden Line Pracice making your hinking visible wih he wo paragraphs idenified for Think Aloud (he Kevin Clarke ransparencies). I may be helpful o pracice ou loud. Look especially for opporuniies o make connecions, ask quesions, and idenify roadblocks. For he second Think Aloud paragraph, pracice how you will describe any seps for clarifying roadblocks. This eacher resource anicipaes a number of insrucional possibiliies ha may emerge from sudens reading of Kevin Clarke, including schema ha conribue o undersanding he ex, ways ha his paricular ex srucure can be invesigaed, and ways o make conen connecions o he heme of he uni he Essenial Quesions abou lieracy, power, and why people read. Choose a Golden Line from he ex o model. The Golden Line secion of he Essenial Quesions Organizer is a key srucure for helping each suden enjoy his or her evolving Reader Ideniy: Wha resonaes wih me when I read (and why)? K E E P I N M I N D Essenial Quesions Organizer The Essenial Quesions Organizer is a way for sudens o mobilize, build, and refine heir schema abou he uni s organizing hemes, he Essenial Quesions ha were inroduced in lesson 1. Each ime sudens use he organizer (and hey use i wih almos every new ex), hey explore how ideas may connec and build across exs. TEACHER RESOURCES L E S S O N M AT E R I A L S STUDENT MATERIALS CLASSROOM RESOURCES Kevin Clarke Think Aloud Page 7 TR Kevin Clarke Think Aloud Page 9 TR Kevin Clarke Tex Noes Essenial Quesions Organizer TR Kevin Clarke, anhology, pp Kevin Clarke Roadblocks, Connecions, and Quesions, 7a Essenial Quesions Organizer, 7b Classroom Communiy Guidelines Essenial Quesions Poser Reading Sraegies Lis Word Wall Char paper LESSON 7 TEXT STUDY OF KEVIN CLARKE 141

4 METACOGNITIVE CONVERSATION COGNITIVE DIMENSION [1 ] L E S S O N N O T E S The eacher prepares sudens o underake heir firs ex sudy lesson wih rouines ha recur in every ex sudy: mobilizing relevan schema and seing a reading purpose. Sudens also consider he classroom guidelines ha apply when working wih parners. [ 10 MIN. ] CLASS DISCUSSION Classroom Communiy Guidelines Classroom Communiy Guidelines u Describe he lesson and he parner work ha will be involved. Refer o he class guidelines and how parners may wan o apply hem. Ask sudens o predic which guidelines migh be imporan for sharing ideas wih a parner. Are any new guidelines needed? TEACHER MODEL Mobilizing Schema u Describe a ime in your life when you fel frusraed abou reading or abou reading a paricular ex. THINK-PAIR-SHARE Mobilizing Schema SAMPLE u Ask parners o ake urns LESSON sharing a ime in heir lives when hey fel frusraed abou reading. Invie voluneers o describe his ime o he class. 142 R E A D I N G A P P R E N T I C E S H I P ACADEMIC LITERACY COURSE

5 TEACHER INTRODUCTION Kevin Clarke, anhology, p. 7 Making Connecions Essenial Quesions Poser u Help sudens connec o he ex. Seing a Reading Purpose u Explain ha reading abou anoher suden s experience as a reader will help sudens explore he Essenial Quesions of he uni. Poin sudens o he ex hey will read and explain ha Kevin Clarke is someone who also has been frusraed by reading. METACOGNITIVE CONVERSATIO ON [2] The eacher models a Think Aloud wih he Kevin Clarke ex. As you model hinking aloud making your hinking visible sudens begin o recognize ha hey, as well as you, have sraegies ha can help hem make sense of ex. In response o your modeling performance, when sudens name hese sraegies for he Reading Sraegies Lis, hey also begin o undersand he climae of muual suppor hey are building for each oher as members of a collaboraive communiy of readers and wriers. [ 5 MIN. ] Kevin Clarke Think Aloud Page 7 TEACHER MODEL Think Aloud u Review he purpose of he Think Aloud: Think Aloud is a way o make our hinking sraegies visible so we can use hem auomaically when we read. My fourh-grade eacher was really horrible. She called me supid when I didn undersand somehing. She d jus scream a me when I asked quesions and make me feel like I was he supides person on earh. I waned o learn suff, oo. Tha was back when i wasn cool o be he screw-off in class like i was in sevenh grade. I was sheer frusraion. My parens waned me o read, bu I jus wasn doing i. I wasn passing any of he ess eiher, only cheaing on hem. I didn undersand he reading and I didn like i. I had he feeling of being he supremely dumbes kid around. All he oher kids seemed o be able o read. There was one girl in my class who was reading Gone Wih he Wind. I hae her sill. LESSON 7 TEXT STUDY OF KEVIN CLARKE 147 Kevin Clarke Think Aloud Page 7 TR u Begin he Think Aloud by mobilizing schema. u Sop frequenly as you read o model making connecions, asking quesions, and idenifying roadblocks. u When you finish, ask sudens wha hey observed and record heir ideas on he ransparency. Wha did you see me doing as I read? How did ha help me? LESSON 7 TEXT STUDY OF KEVIN CLARKE 143

6 CLASS RECIPROCAL MODEL Think Aloud u Invie voluneers o describe heir own hinking as hey experienced he ex while you read i aloud. Be aware of opporuniies o focus sudens on connecions hey made, quesions hey asked, and roadblocks hey idenified. CLASS PROCESS DEBRIEF Reading Sraegies Lis Reading Sraegies Lis u Ask sudens how he sraegies hey used and he ones hey saw you model fi on he Reading Sraegies Lis. Find or revise he sraegies already on he lis or add new ideas. 144 R E A D I N G A P P R E N T I C E S H I P ACADEMIC LITERACY COURSE

7 [3] Parners pracice he Think Aloud of Kevin Clarke. METACOGNITIVE CO ONVERSATION Parners ake urns Thinking Aloud a senence or wo a a ime, reading aloud and pausing a each comma or period, for example, o describe heir reading process. The eacher pulls he class ogeher every few minues so sudens can share he confusions and sraegies hey are discovering and o incorporae heir ideas on he Reading Sraegies Lis. [ 30 MIN. ] u 7 A Kevin Clarke Roadblocks, Name Connecions, and Quesions Dae Direcions: 1. Take urns Thinking Aloud. 2. When i is your urn o lisen, ake noes for your parner. Record he roadblocks ha your parner idenifies. Record connecions ha your parner idenifies. Record quesions ha your parner asks while reading he ex. 3. When you finish, rade papers so ha you end up wih your own Think Aloud commens. ROADBLOCKS: Page Roadblock CONNECTIONS: QUESTIONS: PARTNER WORK Think Aloud u Tell sudens ha he Think Aloud process may seem srange and unnaural a firs, bu remind sudens of he purpose of he Think Aloud: Think Aloud is a way o make our hinking sraegies visible so we can use hem auomaically when we read. Sudens may have difficuly describing heir hinking in hese firs aemps. Poin ou ha when doing a Think Aloud, i can be cool o be confused. LESSON 7 TEXT STUDY OF KEVIN CLARKE 153 Kevin Clarke Roadblocks, Connecions, and Quesions, 7a Classroom Communiy Guidelines Kevin Clarke, anhology, pp u Explain he ask. u Refer o he Classroom Communiy Guidelines and ask sudens how he guidelines will apply. u Monior and roubleshoo as pairs Think Aloud. u Pull he class ogeher frequenly for class problem solving (see below). Task Direcions: 1. Think Aloud for a few senences, aking urns wih your parner. 2. Promp each oher, if necessary, o pause and describe your hinking a leas a he end of each senence; commas, oo, can be a signal o pause. 3. When your parner reads, ake noes for your parner whenever he or she idenifies a roadblock. 4. Also ake noes for your parner whenever he or she idenifies a connecion or asks a quesion abou he ex. 5. When you finish, rade papers so ha you end up wih your own Think Aloud commens. LESSON 7 TEXT STUDY OF KEVIN CLARKE 145

8 CLASS PROBLEM SOLVING Reading Sraegies Lis Think Aloud u Solici roadblocks, connecions, and quesions ha parners recorded. u Invie he class o help address he roadblocks. SCAFFOLDING SEQUENCE Kevin Clarke Think Aloud Page 9 I ge oally uncomforable when I ry o read, and here are always oher hings I d raher be doing han making myself uncomforable and sraining myself. I ge embarrassed when I read, no because here s someone else around, bu because I embarrass myself when I can do i. I say, Jeez, you re fifeen and you can read a whole book, or even a chaper. Why should I pu myself in his kind of discomfor on purpose? Sure, I have o do school work, bu I can call up a friend o brief me on he chaper, or if I have o answer quesions from he reading, I can skim, looking for he imporan words and wrie ou he answers. I m definiely smar in a lo of oher subjecs, bu when i ges down o reading, here I am, in he hireenh percenile. LESSON 7 TEXT STUDY OF KEVIN CLARKE 149 As needed, coninue o model and provide guided pracice. u Model wih a shor ex chunk. u Debrief. u Provide guided pracice for he class. u Ask parners o pracice. u Debrief and invie sudens o help wih any roadblocks classmaes idenify. Kevin Clarke Think Aloud Page 9 TR CLASS PROCESS DEBRIEF Meacogniive Conversaion u Ask sudens How did i feel o do a Think Aloud? Wha did you noice as you compleed a Think Aloud or lisened o your parner? SAMPLE u Show sudens how heir LESSON ideas fi on Guide sudens o recognize ha hey he Reading Sraegies Lis. Find or already have a number of sraegies for reading difficul ex and ha hey Copyrigh revise any sraegies already on he lis, or add new ideas. WesEd are finding more on heir own and wih help from classmaes. u Le sudens know ha hey will complee he reading for homework if necessary. 146 R E A D I N G A P P R E N T I C E S H I P ACADEMIC LITERACY COURSE

9 LESSON 18 READING CONVERSATION GROUPS PART II 321 PERSONAL DIMENSION METACOGNITIVE CONVERSATION [4] The eacher inroduces he Essenial Quesions Organizer and models choosing a Golden Line. Sudens are reminded of he uni heme and how heir reading will relae o i. [ 5 MIN. ] TEACHER INTRODUCTION Essenial Quesions Organizer Making Connecions Tile Auhor LIFE EXPERIENCE How do people s experiences shape heir aiudes oward reading? STRATEGIES How do people read? PERSONAL CONNECTION AND GOLDEN LINE MOTIVATION Why do people read? LITERACY AND POWER How does lieracy open and close doors in people s lives? Page u Inroduce he Essenial Quesions Organizer. Le sudens know ha hey will use he Essenial Quesions Organizer a differen imes during he uni o invesigae how heir hinking abou he uni heme is evolving as hey read more and make connecions from one ex o anoher. Essenial Quesions Organizer TR u Add he phrase Essenial Quesions o he Word Wall. Invie sudens o share ideas abou he word essenial. Help sudens connec hese ideas o he phrase Essenial Quesions. Word Wall: Essenial Quesions u Inroduce he Golden Line secion of he organizer and he idea ha every reader makes personal connecions wih a ex. Ask sudens o hink abou wha was mos ineresing o hem in Kevin s inerview. Would hey be able o find a senence or phrase from he ex ha could sand in for ha idea? TEACHER MODEL SAMPLE Golden Line LESSON u Describe somehing ineresing o you in he Kevin Clarke ex. u Model finding a Golden Line ha represens his ineres for you. u Read aloud your Golden Line and wrie i on he Essenial Quesions Organizer TR (along wih is page number). u Le sudens know hey will find a Golden Line of heir own for homework. LESSON 7 TEXT STUDY OF KEVIN CLARKE 147

10 154 READING APPRENTICESHIP ACADEMIC LITERACY COURSE LESSON 18 READING CONVERSATION GROUPS PART II 321 HOMEWORK u 7 B Essenial Quesions Organizer Name Dae Tile Auhor LIFE EXPERIENCE How do people s experiences shape heir aiudes oward reading? STRATEGIES How do people read? MOTIVAT ION Why do people read? LITERACY AND POWER How does lieracy open and close doors in people s lives? u Assign sudens o complee he reading of Kevin Clarke and wrie down a Golden Line (wih page number) on heir Essenial Quesions Organizer. PERSONAL CONNECTION AND GOLDEN LINE Page Essenial Quesions Organizer, 7b PERSONAL DIMENSION METACOGNITIVE CONVERSATION [5] Sudens share heir Golden Lines and he eacher models compleing he Essenial Quesions Organizer. Sudens inroducion o he Essenial Quesions Organizer wih he Golden Lines secion promps hem o make personal connecions o he ex and recognize he essenially personal experience ha reading is. CLASS CONTENT DISCUSSION SAMPLE Making Connecions LESSON Essenial Quesions Organizer Tile Auhor LIFE EXPERIENCE MOTIVATION How do people s experiences shape heir Why do people read? aiudes oward reading? STRATEGIES How do people read? PERSONAL CONNECTION AND GOLDEN LINE LITERACY AND POWER How does lieracy open and close doors in people s lives? Page u Faciliae a discussion of sudens Golden Lines and he reasons for heir choices. u Draw on he discussion of Golden Lines o model answering one of he Essenial Quesions. u Wrie your answer on he Essenial Quesions Organizer ransparency. [ 5 MIN. ] Le sudens know ha hrough heir discussion of Golden Lines hey have already brough up many ideas relaed o he Essenial Quesions. Essenial Quesions Organizer TR 148 R E A D I N G A P P R E N T I C E S H I P ACADEMIC LITERACY COURSE

11 154 READING APPRENTICESHIP ACADEMIC LITERACY COURSE METACOGNITIVE CONVERSATION KNOWLEDGE- BUILDING DIMENSION [6] Parners apply he Essenial Quesions o heir reading of Kevin Clarke. The class considers sudens answers o he Essenial Quesions. The Essenial Quesions are an opporuniy o conras for sudens zooming in on ex, which hey have been doing o solve comprehension problems and zooming ou o ge he big picure, as hey do o answer he Essenial Quesions. Sudens should ge he idea ha readers coninuously zoom ou and ask, How does his relae o oher hings I have experienced or read? [ 15 MIN. ] PARTNER WORK u 7 B Essenial Quesions Organizer Name Building and Refining Schema Dae Tile Auhor LIFE EXPERIENCE How do people s experiences shape heir aiudes oward reading? STRATEGIES How do people read? MOTIVAT ION Why do people read? LITERACY AND POWER How does lieracy open and close doors in people s lives? u Ask parners o alk ogeher abou he Essenial Quesions and hen complee he organizer, each making a copy. Ask sudens o use wha hey have learned from heir reading abou Kevin Clarke, from heir classmaes, and from heir own hinking as hey consider he uni hemes. PERSONAL CONNECTION AND GOLDEN LINE Page Essenial Quesions Organizer, 7b CLASS CONTENT DISCUSSION Char paper SAMPLE Making Connecions LESSON Word Wall: heme u Regroup as a class and record Use a separae piece of char paper for each quesion. Encourage sudens parners answers o he Essenial Quesions. o discuss how heir ideas abou each quesion are similar and differen. u Ask sudens Wha did i feel like o zoom ou from he reading and hink abou he Essenial Quesions? u Drawing from he Essenial Quesions abou ideas of lieracy, power, and why people read, inroduce heme and add i o he Word Wall. Poin ou ha i will be ineresing for sudens o compare heir answers o he Essenial Quesions now wih heir answers he nex ime hey use he Essenial Quesions Organizer. LESSON 7 TEXT STUDY OF KEVIN CLARKE 149

12 HOMEWORK Wriing o Communicae u Assign sudens o wrie a leer o Kevin responding o he feelings and houghs he expresses in he inerview. Afer you review he leers, ask sudens o add hem o heir Ineracive Noebooks. 150 R E A D I N G A P P R E N T I C E S H I P ACADEMIC LITERACY COURSE

13 Kevin Clarke Tex Noes T E A C H E R R E S O U R C E These ex noes idenify a number of insrucional possibiliies ha may emerge from sudens reading of Kevin Clarke. Be aware of schema or background knowledge ha conribues o undersanding he ex, ways ha his paricular ex srucure can be invesigaed, and ways o make conen connecions o he heme of he uni he Essenial Quesions abou lieracy, power, and why people read. Schema Gone Wih he Wind. Kevin describes haing a girl in his fourh grade class who was reading Gone Wih he Wind. Sudens may no recognize i as a very long novel wrien for aduls. Cliff Noes. When Kevin refers o buying Cliff Noes for A Tale of Two Ciies, many sudens will recognize Cliff Noes as a shorcu o undersanding assigned novels. Explici Passages. Sudens will probably have schema o relae o Kevin s ineres in he explici passages in Wifey ha his summer pals read o him. Themaic Connecions Reading Negaiviy. Kevin s sruggles wih reading provide opporuniies o surface he negaive reading experiences and negaive self-image ha many sruggling readers will share wih him: A eacher who equaes reading problems wih supidiy (as Kevin and many sruggling readers also do) Frusraion wih reading difficulies on he par of he eacher and he suden Feeling hared oward good readers Concerned parens who push sudens o read (in his case, for fun ) Copyrigh Feeling lef ou when ohers read WesEd Finding one book he enjoyed (undersood), bu hen being afraid o ry anoher book since he was bewildered by wha acually helped him undersand i Feeling in general ha reading is a wase of ime unless he undersands he book, which is rare. (This is a very nice connecion o he course: Indeed, reading wihou undersanding is a wase of ime, so how do we go abou undersanding wha we read? Wha are some hings we can do when we don undersand?) No rusing himself o read i righ Having difficuly concenraing, being disraced when rying o read Feeling embarrassmen and shame LESSON 7 TEXT STUDY OF KEVIN CLARKE 151

14 Meacogniion. Kevin s musing abou wha good readers mus do and his own sraegies when reading are a model for sudens of an inernal meacogniive conversaion: People who read all he ime mus ge somehing ou of i ha I jus haven experienced, Kevin says (p. 8). He goes on o lis some possibiliies: They mus ake in he maerial and really undersand i. They mus be ineresed in whaever hey re reading abou. They mus find ineresing hings in a book afer hey sar reading. Here is an opporuniy o explore he role of finding a book ha ineress you, as well as finding hings of ineres in wha you mus read. Reading Sraegies. Kevin liss he sraegies he employs when reading, and hose he does no: He does no hear he voices of he characers. He does ry o envision. As far as schema go, he ries o relae characers in books o people he s seen before, and because places are hard o imagine, he borrows a place ha he s been before. These ideas can lead o a conversaion abou he kinds of hings sudens do when hey read and should be linked o he Reading Sraegies Lis. Avoiding Reading. Kevin s sraegies for avoiding reading can open a discussion of how sudens may also avoid reading asking a friend o ell hem he conen, waiing for he eacher o lecure, finding he answers o specific quesions wihou reading, ec. Tex Srucure Wriing Devices and Roadblocks. Kevin ges very deailed in a couple of places abou he sources of his confusion and comprehension problems: When reading Wifey, he loses rack when i go ino wha she was hinking ; and when reading Brave New World, he knows he sruggles when he sory shifs from one characer alking o anoher wihou obvious signals o he reader of his change. These wriing devices, which can make weaker readers sumble, offer los of opporuniies o read he codes of differen forms of wriing. Here, i is very imporan ha Kevin is aware of he specific aspecs of exs ha make him confused he roadblocks o comprehension. This can be helpful in geing sudens o be specific abou he roadblocks ha cause hem confusion, as well. 152 R E A D I N G A P P R E N T I C E S H I P ACADEMIC LITERACY COURSE

15 Kevin Clarke Think Aloud Page 7 My fourh-grade eacher was really horrible. She called me supid when I didn undersand somehing. She d jus scream a me when I asked quesions and make me feel like I was he supides person on earh. I waned o learn suff, oo. Tha was back when i wasn cool o be he screw-off in class like i was in sevenh grade. I was sheer frusraion. My parens waned me o read, bu I jus wasn doing i. I wasn passing any of he ess eiher, only cheaing on hem. I didn undersand he reading and I didn like i. I had he feeling of being he supremely dumbes kid around. All he oher kids seemed o be able o read. There was one girl in my class who was reading Gone Wih he Wind. I hae her sill. LESSON 7 TEXT STUDY OF KEVIN CLARKE 153

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17 Kevin Clarke Think Aloud Page 9 I ge oally uncomforable when I ry o read, and here are always oher hings I d raher be doing han making myself uncomforable and sraining myself. I ge embarrassed when I read, no because here s someone else around, bu because I embarrass myself when I can do i. I say, Jeez, you re fifeen and you can read a whole book, or even a chaper. Why should I pu myself in his kind of discomfor on purpose? Sure, I have o do school work, bu I can call up a friend o brief me on he chaper, or if I have o answer quesions from he reading, I can skim, looking for he imporan words and wrie ou he answers. I m definiely smar in a lo of oher subjecs, bu when i ges down o reading, here I am, in he hireenh percenile. LESSON 7 TEXT STUDY OF KEVIN CLARKE 155

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19 Essenial Quesions Organizer Tile Auhor LIFE EXPERIENCE How do people s experiences shape heir aiudes oward reading? MOTIVATION Why do people read? STRATEGIES How do people read? LITERACY AND POWER How does lieracy open and close doors in people s lives? PERSONAL CONNECTION AND GOLDEN LINE Page LESSON 7 TEXT STUDY OF KEVIN CLARKE 157

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21 u 7 A Kevin Clarke Roadblocks, Name Connecions, and Quesions Dae Direcions: 1. Take urns Thinking Aloud. 2. When i is your urn o lisen, ake noes for your parner. Record he roadblocks ha your parner idenifies. Record connecions ha your parner idenifies. Record quesions ha your parner asks while reading he ex. 3. When you finish, rade papers so ha you end up wih your own Think Aloud commens. ROADBLOCKS: Page Roadblock CONNECTIONS: QUESTIONS: LESSON 7 TEXT STUDY OF KEVIN CLARKE 159

22 u 7 B Essenial Quesions Organizer Name Dae Tile Auhor LIFE EXPERIENCE How do people s experiences shape heir aiudes oward reading? MOTIVATION Why do people read? STRATEGIES How do people read? LITERACY AND POWER How does lieracy open and close doors in people s lives? PERSONAL CONNECTION AND GOLDEN LINE Page 160 R E A D I N G A P P R E N T I C E S H I P ACADEMIC LITERACY COURSE