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

Transcription

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

2 Reciprocal Teaching K-5 Rebekah Pace Governor s Teacher Network

3 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.

4 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.

5 What does the research say?

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

7 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 Found that starting this strategy in 3 rd grade was best Envisioned starting R.T. in early literacy program

8 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

9 Activity With your table group, read the strategy assigned to you and illustrate it. You will present to the group your findings.

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

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

12 Quincy the Quizzical Questioner Asks the who, what, where, when, how, and what if questions Before, during, and after reading Uses a microphone, game show host

13 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!

14 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.

15 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 the main idea.

16 What s next? Introduce graphic organizers in Guided Reading Groups 4 Door Chart Flip Chart Thinking Sheets Table Tents Job Spinners

17 Upper Grades

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20 Other Examples:

21 Other Examples:

22 Video Samples. Other Examples:

23 Cross-Age Tutoring Pairing students with others in different grades (Reading Buddies)

24 Other Areas to Use R.T. Strategies Journaling Other content areas Utilizing technology

25 But my students take the EOG how can they apply this? It s like driving a car!

26 Questions?

27 Resources Leap into Reading Reading Rockets Reciprocal Teaching Resources

28 Reciprocal Teaching: Where to Start Tomorrow Activity: Develop Reciprocal Teaching Lesson Plans Pre-read the selection(s) you brought. For each selection, jot down: - Background knowledge activating activity - Model prediction - Model words to clarify - Model questions - Main ideas for a summary

29 References 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