In Reading Apprenticeship classrooms, various metacognitive note takers are used over and over as a concrete way for readers to track their thinking and build meaning. Teams may also find themselves using metacognitive note takers for looking at student work, interpreting graphics, building an argument, observing colleagues—whenever evidence‐based reflection is called for. Team Tool 5.7 from Leading for Literacy Chapter Five shows a sample of note takers that lead readers from evidence to wondering or interpretation.
