Consultancy Close-Up
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In a descriptive consultancy meeting of a Berkley High School team, two English teachers and two science teachers are hearing from a history teacher about a two‐week unit she redesigned “with a little more Reading Apprenticeship thinking behind it.” Group members have copies of sample unit activities and student work. (The following excerpts cover most but not all unit activities.)
Note: To support a team discussion of this Close‐Up, consider having each team member read it with an Evidence/Interpretation note taker. What do they notice (evidence), and what do they think or wonder about it (interpretation)?
Angie shows excerpts of both presentations. In the second one, the student who had previously been resistant to reading stands at the overhead and goes through the quote she and her partner selected. When she comes to the word begrudgingly, she comments, “I don’t know what that means, but I’m guessing it’s something bad.” At the conclusion of the presentation class members can be seen asking the partners questions. Angie explains:
I didn’t have a requirement for questions; they just started asking each other questions. One of the other things I did within this unit was I tried doing some claims —make a claim and then use evidence to support it from the reading. You have two samples there, one really high‐achiever kid and then more of a struggling student with the bigger writing, but who was really able to make several claims with evidence that supported it. So I felt like it did address various levels of kids, not just the high end or the low end.
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