Terrance In Cindy Ryan's Class

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Terrance is in reading specialist Cindy Ryan's ninth grade Reading Apprenticeship Academic Literacy (RAAL) class (Schoenbach, Greenleaf, Cziko, & Hurwitz, 1999).

Students are enrolled in this class because of low reading test scores or teacher recommendation. Its purpose is not only to foster young people's development of reading comprehension strategies, but also to build their confidence in using these strategies—even when texts may be very difficult to read.

Students engage in active inquiries into their identities as readers to build their stamina and perseverance in the face of complexity, and they gain subject-area knowledge as they read and interact with valuable ideas and authentic, ...
... if challenging, texts. Students are encouraged to tolerate ambiguity and adopt a code-breaker stance in response to these complex and unfamiliar texts, thereby broadening their repertoire of textual problem-solving strategies.

Class conversational routines focus on meta-cognitive conversation to build students' ability to monitor and control their reading, ultimately helping students like Terrance to become independent, self-regulating readers. Collaboration and group work give students the support, challenge, and choice to engage in increasingly difficult discipline-specific reading.

During a unit on Reading History, Ms. Ryan asked her students to read the First Amendment as part of their pursuit of the essential question, "How have people used their First Amendment rights to secure and extend the rights envisioned in the Declaration of Independence?" In this unit, students work with a variety of historical texts, including such primary source documents as photographs, newspaper articles, journals, firsthand accounts, and textbooks.

Ms. Ryan models ways of approaching and interpreting these historical texts, and her students practice and acquire history-specific reading approaches and strategies. Students have learned to annotate texts with their thoughts, connections, and questions as they read. They have each read the First Amendment and bring their understandings and annotations into small-group collaborative work to make meaning of it. Here's Terrance in his small group withjamila (another student in his group):

Terrance: We can petition, and see, it say, "and to petition the government for redress of grievances."

Jamila: Oh. So wherever they saying that you can, that the law can't take away your petitioning the government.

Terrance: Yes, that's what I been saying all this time!

Jamila: Let's take it a piece at a time. Taking away the freedom of speech. They cannot take away your freedom of speech. Or of the press. So they can't take away...

Terrance: You know what freedom of the press is, right?

Jamila: Yeah, they're saying that the press can still type if they want to, right?

Terrance: Somethin' like that.

Jamila: [reads what she's been writing] "Congress cannot make laws based on favorable religion or take away your freedom of speech, your," the press., [writes] "the press." So let's see, "your right to petition the government."

Terrance: They can't take away anything is what they're practically saying.