RECIPROCAL TEACHING presented by Sandra Figge Maureen Roth
Sandra Figge
• B.A. – psychology • M.A. – Special Education • National Board Certification – Exceptional Needs • Severely Handicapped and Multiple Subjects Teaching Credentials • Resource Specialist – 11 years • Special Day Class Teacher – 17 years
Maureen Roth • B.A. – History • M.A. Special Education • Education Specialist Credential – Mild/Moderate • Special Day Class Teachers – 9 years
Our School • • • • • •
Stoner Avenue Elementary – LAUSD K – 5 Approximately 400 students Title I Program Improvement Level 5 80% ELL
What Is Reciprocal Teaching? Reciprocal teaching is a strategy to promote comprehension.
Based on Vygotsky’s theory of the fundamental role of social interaction (dialogue) in the development of cognition.
Developed by Annemarie Sullivan Palincsar in the 1980s who states: “Reciprocal teaching is best represented as a dialogue between teachers and students in which participants take turns assuming the role of teacher.”
What Are the Strategies of Reciprocal Teaching?
• Reciprocal teaching combines four strategies to support comprehension during response to text. The four strategies are: • Predicting • Clarifying • Asking questions • Summarizing
GOALS The goals of reciprocal teaching include: • Utilize four strategies to improve comprehension • Teacher scaffolds instruction of the strategy by modeling, guiding, and applying the strategies • Guide students to become metacognitive and reflective in their strategy use
Goals-continued • Help students monitor their reading comprehension • Use the social nature of learning to improve and scaffold reading comprehension • Instruction is provided through a variety of classroom settings – whole-group, guided reading groups, and literature circles
What Does the Research Say? • Foster, E., & Rotoloni, B. (2008), Reciprocal Teaching General overview of theories. In M. Orey (Ed.) Emerging perspectives on learning, teaching and technology. http ://www.coe.uga.edu//eplHreciprocal
• Meyers, Pamela, Ann (2005/2006), The Princess Storyteller …, The Reading Teacher, Vol. 59, 4, p. 314 -324.
Research- continued • Palinscar, A. & Brown, A. (1984) “Recognition and Reciprocal teaching of comprehension – fostering and comprehension monitoring activities.” Cognition and Instruction, I I(2), p. 117-175.
• National Reading Panel (2000) summary of effectiveness of reading strategies, cited in American 2006/2007
Research - continued • Rosenshine. B. & Meister, C. (1994). “Reciprocal teaching: A review of the research.” Review of Educational Research, 64,479-530.
Reciprocal Teaching in Action
• Each student has a job • Students read portion of assigned text • Questioner poses teacher-like questions about text, i.e., who what, where, etc. • Clarifier addresses confusing/puzzling parts of words
Reciprocal teaching in action-cont. • Summarizer states main idea or “essence of text” • Predictor guesses what happens next • Roles can change within text
Predicting
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Look at the title page, illustrations, captions, browse the text Thinking about what you have read and thinking about what might come next : I think …. because… I’ll bet … because … I wonder if … because … I imagine …because … I suppose … because … I predict … I think this text will be about … Based on … I predict …
Predicting
Bookmark1
Clarifying
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Use when you don’t understand, you can’t follow the text, you don’t know what a word means. This is confusing to me. I need to … (reread, slow down, look at the pictures, or graphs, try to figure this word out etc.) What I’m thinking is …. but that isn’t making sense. I need to ……. One of the words/phrase I wasn’t sure about was … I don’t really understand…
Clarifying
Bookmark 3
Questioning
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Encouraging students to use teacher-like questions increases their understanding of the text. Who is…..? What is/does …? When is …? Where is …? Why is …… important? Why does ….happen? What are the parts of ….? How is … an example of …? How do …. and … compare? How are …. and … different? What is the main idea of the text?
Questioning
Bookmark 2
Summarizing Ask students: • Is this text mainly about a person, place or thing? • Then what is the most important thing about the person, place or thing? • Summary stems: • This story/paragraph is mostly about …… • The topic sentence is ….. • What is the author trying to tell us …
Summarizing
Planning to Teach the Strategies • • • •
Use small portions of carefully selected text Start small – one role per lesson Plan to teach sentence stems for role Practice until most students “have it”
Planning to Teach the Strategies-Cont. • • • • •
Small group Direct and explicit instruction Teacher initially acts as leader Strategy cards, dictionaries, atlas, etc. Be patient
Resources There is a large amount of material on the internet to assist you. Our large strategy cards come from www.adrianbruce.com He is located in Australia and has a superb web site. Train your brain bookmark: Http://www.miamisci.org/tec/bookmark.html You may contact us at: • fsandra@lausd.net • mjr0789@lausd.net