A Puppets Perspective

1
A Puppets Perspective

• One Spin on Reciprocal Teaching in the K-5
  Classroom

2
Reciprocal Teaching

• According to Annemarie Palincsar, credited with
  developing reciprocal teaching, it is an
  instructional procedure originally designed to
  enhance students reading comprehension
  (Palincsar, David, Brown, as cited in Hashey
  and Connors, 2003, p. 2).
• Reciprocal teaching is an instructional activity
  that includes dialogue between students and
  teachers about segments of text. The dialogue is
  structured around four strategies predicting,
  questioning, clarifying, and summarizing.
  Students and teachers take turns assuming the
  role of teacher using these strategies
  (Palinscar, 1984).
• Reciprocal teaching exemplifies this gradual
  release of responsibility from the teacher to the
  student, with the student eventually using these
  strategies with little teacher support (Duke and
  Pearson, 2002).
• It was also found that reciprocal teaching is a
  far more effective approach to teaching reading
  comprehension than explicit instruction, teacher
  modeling, and daily reading practice done
  independent of each other (Duke and Pearson,
  2002).

3
Research

• Most of the research done in the area of
  reciprocal teaching as an effective method for
  increasing reading comprehension has focused on
  students, aged 7 and above (Hacker and Tenent,
  2002). Many studies have shown an increase in
  reading comprehension across a range of
  elementary to high school students (Kelly, Moore,
  Tuck, 1994). Yet, with much emphasis in
  primary grades being put on decoding,
  comprehension is often ignored at this level.
  For these students to succeed as future readers,
  even Kindergarten students need the critical
  skills of comprehension. These strategies can be
  taught to Kindergarten nonreaders through the use
  of read-alouds. These read-alouds provide the
  interest in literature and offer an opportunity
  for the teacher to teach comprehension skills
  (Myers, 2005). The same strategies used with
  Kindergarten nonreaders in reciprocal teaching
  can be used with secondary students in a
  problem-solving activity where thinking is
  promoted while reading. This type of interaction
  found through reciprocal teaching at the
  secondary level allows novice students to learn
  from more capable peers and to exposes all
  learners to differing points of view. (Alfassi,
  2004).

4
Components

• Predicting
• Questioning
• Clarifying
• Summarizing

5
Petey Predictor

• My name is Petey Predictor. My job is to
  predict what I think will happen in the story. I
  always explain why I think it will happen. I
  like to find out if my prediction was right, even
  though sometimes it is wrong. Thats okay
  though, because a good prediction is my best
  guess based on what I already know.

6
Petey Predictor

• Talking Drawings
• -Utilize prior knowledge in the improvement of
  recall and comprehension
• -Students draw pictures of their mental images
  of a topic, character, event before and after
  reading a selection
• -Students discuss and analyze drawings with a
  partner as the second drawing depicts the newly
  learned knowledge

7
Petey Predictor

• Story Predictogram
• -Students utilize prior knowledge and
  understanding of key concepts in order to predict
  the content of a story
• -Students are given key words or concepts from
  the story before reading the selection
• -Students place these words/concepts on a chart
  underneath one of the major sory elements
  setting, character, problem, solution, ending
• -During and after reading students may move the
  words/concepts accordingly to fit the story

8
Petey Predictor

• Imagine, Elaborate, Predict, and Confirm (IEPC)
• -Students use visual imagery to enrich their
  understanding of information that is viewed,
  listened to, or read
• -Used to help students increase understanding
  and recall by using visual imagery to predict
  events in a selection
• -Teacher models how to imagine a scene, how to
  add details, and how to used student thinking to
  predict a possible story line
• -After reading, students confirm or disprove
  their original predictions

9
Quincy Questioner

• My name is Quincy Questioner. My job is to ask
  questions. I ask questions to make sure that you
  are paying attention to what happened in the
  story. The answers to my questions can always be
  found in the book, so I am sure to tell the page
  number where it can be found.

10
Quincy Questioner

• QAR
• In the Book Right There/Think and Search
• In my Head Author and Me/On my Own
• Thick/Thin Questions
• Spinners/Cubes/Beach Balls/Fortune Tellers
• Use these to practice a variety of questions
  whole class or within RT groups
• AR
• Thick/Thin
• Spinners

11
Clara Clarifier

• My name is Clara Clarifier. My job is to ask
  questions, but not easy ones. I ask questions
  that make you think. The answers may or may not
  be in the story, so there is not always a page
  number from the book. Many times the answers
  come from something I learned in another book, or
  something that Ive experienced in my life.

12
Clara Clarifier

• Extremely important for students with
  comprehension difficulties.
• Using metacognition to understand when something
  doesnt make sense.
• Bookmarks/Posters
• Fix-Up Strategies, Clarifying Ideas, Clarifying
  Words.
• Handy Tips for younger students

13
Clara Clarifier

• It Says-I Say
• Visual Scaffold
• Helps students make inferences by organizing and
  connecting their thoughts to prior knowledge.
• Great for struggling readers!

14
It Says-I Say
15
Fish story example
16
Summer Summarizer

• My name is Summer Summarizer. My job is to
  summarize what has happened so far in the story.
  I dont tell every single detail, or that would
  be retelling the story instead of summarizing. I
  tell the most important things that happened.
  Sometimes my job is hard because it is difficult
  to decide what is important and what is just an
  extra detail.

17
Summer Summarizer

• Gist
• SWBS
• Book Acting

18
Gist

• Step One
• Teacher selects paragraph for modeling
• Step Two
• Reveal first sentence (or part)
• Identify most important or key concepts
• Who, what, when, where, why, how
• In 20 words or less, write brief summary of first
  sentence (or part)
• Teacher writes summary statement on overhead or
  chalkboard

19
Gist (continued)

• Step Three
• Reveal second sentence (or part)
• Erase first summary statement
• Create a summary of both sentences (or parts) in
  20 words or less
• Step Four
• Repeat until entire paragraph (section) is
  summarized in 20 words or less
• Step Five
• Guided Practice with new paragraph

20
Gist Example The Magic Fish

• Once upon a time there was a poor fisherman. He
  lived with his wife in an old hut by the sea.
• A poor fisherman and his wife lived in a hut by
  the sea. (13 words)

21
Gist (continued)

• Everyday he went fishing. One day the fisherman
  felt something on the end of his line. He pulled
  and he pulled. And up came a big fish.
• Combined Summary
• A poor fisherman and his wife lived in a hut by
  the sea. One day he caught a fish. (19 words)

22
Somebody Wanted But So
23
Book Acting

• Young students
• Retelling
• Improves literacy and language development
• Improves
• Comprehension
• Vocabulary
• Grammar
• Social skills

24
Book Acting Continued

• Step One Preparation
• Choose book (repetitive, familiar)
• Gather props
• Step Two Multiple Read Alouds
• Step Three Model and Guide
• Step Four Observe
• Story sequence
• Book language in retell

25
Procedures for Implementation

• Lesson Plans
• Unit Plan
• Examples and videos

26
Sources

• Alfassi, M. (2004). Reading to learn effects of
  combined strategy instruction on high school
  students. The Journal of Educational Research,97,
  171 184.
• Beers, K. (2003). When kids cant read What
  teachers can do. Portsmouth, NH Heinemann.
• Duke, N. and Pearson, P.D. (2002). Effective
  practices for developing reading comprehension.
  In Farstrup, A. Samuels, J. (Eds.), What
  research has to say about reading instruction 205
  242). Newark, DE International Reading
  Association.
• Hacker, D. and Tenent, A. (2002). Implementing
  reciprocal teaching in the classroom Overcoming
  obstacles and making modifications. Journal of
  Educational Psychology, 94, 699 718.

27
Sources Contd

• Hasey, J. Connors, D. (2003). Learning from our
  journey reciprocal teaching action research.
  The Reading Teacher, 57, 224 232.
• Kelly, M., Moore, D., Tuck, B. (1994).
  Reciprocal teaching in a regular primary school
  classroom. The Journal of Educational
  Research,88, 53-61
• Palinscar, A. and Herrenkohl, L. ( 2002).
  Designing collaborative learning contexts. Theory
  Into Practice,41, 26 32.
• Vygotsky, L. S. (1978). Mind in society The
  development of higher psychological processes.
  Cambridge, MA Harvard University Press.

28
Questions
29
Evaluation