Workshop Norms. Limit sidebar conversations. Hold questions until the end. Participate. Share!

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1 Workshop Norms Limit sidebar conversations. Hold questions until the end. Participate. Share!

2 Reciprocal Teaching K-5 Rebekah Pace Governor s Teacher Network Hillandale Elementary School Henderson County Public Schools

3 Using Action Research To Empower North Carolina Educators A Race to the Top Initiative NC Department of Public Instruction Educator Effectiveness Division

4 What is Action Research? Systematic inquiry conducted by teachers and other educators to find solutions for critical, challenging, relevant issues in their classrooms and schools. Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

5 What is Action Research? Main Goals Include: Positively impact student outcomes Identify and promote effective instructional practices Create opportunities for teachers to become reflective practitioners Share research results with other educators Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

6 What is Action Research? A systematic research process to: 1.Identify an area of focus (critical, challenging issue) 2.Develop an action research plan 3.Implement action research plan in classroom/school 4.Collect, analyze, and interpret data 5.Share findings to inform practice Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher, 2014

7 Problems of Practice Task GOSOAPBOX Access Code:

8 Brainstorm a list of strategies to help solve these common problems in your reading classroom: Children are reading but not paying attention to details or taking the time to explain their answers. Students read the words but don t think about what they are reading (using metacognitive strategies). Students read and understand but are not able to retell a story or key events.

9 What is Reciprocal Teaching? Reciprocal teaching refers to an instructional activity in which students become the teacher in small group reading sessions. Teachers model, then help students learn to guide group discussions using four strategies: summarizing, question generating, clarifying, and predicting.

10 Why use Reciprocal Teaching? It encourages students to think about their own thought process during reading. It helps students learn to be actively involved and monitor their comprehension as they read. It teaches students to ask questions during reading and helps make the text more comprehensible. Based on the gradual release of responsibility model.

11 What does the research say?

12 Highland Park School District Carter, C. J. (1997). Why Reciprocal Teaching?. Educational Leadership, 54(6), Minority families/low socioeconomic status At-risk learners Worked on improving test scores

13 Hashey & Connors Hashey, J. M., & Connors, D. J. (2003). Learn from Our Journey: Reciprocal Teaching Action Research. Reading Teacher, 57(3), Introduced all 4 characters in Grades 3-8 Goals : deeper comprehension and reading independence Taught each strategy in depth Starting this strategy in 3 rd grade was best Envisioned starting R.T. in an early literacy program

14 Kahre, S., McWethy, C., Robertson, J., & Waters, S. (1999, May 1). Improving Reading Comprehension through the Use of Reciprocal Teaching. Targeted K, 4 th, 5 th, 7 th in an urban setting Implemented cooperative grouping, integration of the four components, progress monitoring Positive effect on comprehension & more on-task behavior Utilized cross-age mentoring

15 Table Jigsaw Activity GetKaHoot

16 Where do I start? Model each strategy whole group. Primary Example Upper Grades Example

17 What can I take away from these examples? GoSoapBox

18 The FAN-tastic Four Quincy the Quizzical Questioner Clara the Clever Clarifier Paula the Powerful Predictor Sammy the Super Summarizer

19 Quincy the Quizzical Questioner Asks who, what, when, where, how, and what if? Before, during, and after reading. Use a microphone; game show host.

20 Clara the Clever Clarifier I don t get it or I don t understand Writes down vocabulary or phrases they are unsure of Answers may or may not be in the text Wears glasses or binoculars, carries a notepad She s friends with Quincy too!

21 Paula the Powerful Predictor What is the story about? What will happen next? What happens after the story is over? Predictions are based on what has happened so far and what is believable. Friends with Quincy and Clara! Looks into her crystal ball to see the future.

22 Sammy the Super Summarizer States the main idea in one simple sentence. Can summarize parts of the story, what has happened so far, and the whole story. Lassos (rounds up) the main idea.

23 Focus Statement My students use of higher-order thinking skills is weak during the guided reading/literacy block. Improved use of higher order thinking skills would deepen comprehension and conduct meaningful conversations across the texts.

24 Research Questions: How can I use the Reciprocal Teaching strategy, during literacy to promote higher order thinking skills to deepen students comprehension and help them conduct meaningful conversations with one another across the texts? What are the effects of implementing the Reciprocal Teaching Strategy in my classroom and promoting the gradual release of responsibility to students during their Literacy Block? How will Cross-Age Tutoring play a role in students developing higher order thinking skills with the text and with one another?

25 Study Participants 21 First Grade Students 12 Boys, 9 Girls 7 ESL students Rural, Title I School (East Flat Rock, NC)

26 Variables School Attendance Reading Deficiencies Reading 3D Reciprocal Teaching Effectiveness Cross-Age Tutoring Student Grouping

27 Intervention and Implementation Introduction/Scaffolding Graphic Organizers Proleptic Teaching Morning Journals Guided Reading SMILES Cross-Age Tutoring

28 4 Door Chart

29 Flip Chart

30 Thinking Sheets

31 Table Tents

32 Job Spinners

33 Upper Grades Example:

34 Video Samples:

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37 Workshop Norms Limit sidebar conversations. Hold questions until the end. Participate. Share! TRC F - Fiction Text

38 Workshop Norms Limit sidebar conversations. Hold questions until the end. Participate. Share! TRC D/E Students, Fiction Text

39 Can our below grade level students do this too?! YES! Level RB, Non-Fiction

40 Cross-Age Tutoring Pair students with older peers (Reading Buddies) Students use Reciprocal Teaching strategies and discuss the same book or different book.

41 Data Collected Journals Reading 3D BOY, MOY, and Progress Monitoring Observation Graphic Organizers Reading Recovery Program Data

42 Findings Up to five levels of growth on reading progress. Increased rigorous discussions and higher order thinking skills observed. Reciprocal Teaching discussions held, with minimal support, on fresh reads. Decreased numbers of students needing second-round Reading Recovery support. Improved writing across the curriculum. Improved Dibels Composite score.

43 K J Student Growth I H G F E D C B RB chair

44 Recommendations and Plans for the Future More research is needed, consider impact over a whole school year. Start Reciprocal Teaching strategies in Kindergarten, and continue through school career. Expansion of Reciprocal Teaching Strategies into other areas of the curriculum. Implementation of Cross-Age tutoring school-wide. Frequent Progress Monitoring for all students to allow for flexible grouping for group discussions.

45 One final thought. My students take the EOG, how can they apply this? It s like driving a car!

46 Questions?

47 Resources: Leap Into Reading Reading Rockets Reciprocal Teaching Resources

48 Reciprocal Teaching: Where to Start Tomorrow? Padlet Follow-Up Activity

49 References Carter, C. J. (1997). Why Reciprocal Teaching?. Educational Leadership, 54(6), Hashey, J. M., & Connors, D. J. (2003). Learn from Our Journey: Reciprocal Teaching Action Research. Reading Teacher, 57(3), Kahre, S., McWethy, C., Robertson, J., & Waters, S. (1999, May 1). Improving Reading Comprehension through the Use of Reciprocal Teaching. Oczuks, L. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, DE: International Reading Association. Palincsar, A. S. & Brown, A. (1984). Reciprocal Teaching of Comprehension-Fostering and Comprehension Monitoring Activities. Cognition and Instruction, 1(2), pp Stricklin, K. (2011). Hands-On Reciprocal Teaching: A Comprehension Technique. Reading Teacher, 64(8), Todd, R. B., & Tracey, D. H. (2006, April 1). Reciprocal Teaching and Comprehension: A Single Subject Research Study. Online Submission.

50 Contact Information: Rebekah Pace Hillandale Elementary Henderson County Public Schools Wiki: +the+project