Reciprocal Teaching: Literacy as a Four Course Meal

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Reciprocal Teaching Literacy as a Four Course
Meal
Predict Question Clarify Summarize
Julie B. Wise www.academicliteracy.net juliebwise
_at_comcast.net
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Fake Reading
Sit still, be quiet and wait until something
pulls your string.

• What three things do you have to do?
• What are you waiting for?

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Recipe for Reading Improvement

• Annemarie Palincsar and Ann Brown
• Middle school students who could decode but
  couldnt comprehend
• Two goals
• to improve students reading comprehension using
  the four main
• comprehension strategies used by good readers
• to scaffold and construct meaning in a social
  setting by using
• modeling, guiding and applying the strategies
  while reading
• Research-based instruction
• Engaged learners
• Scaffold instruction
• Time spent reading/writing
• (Palincsar Brown, 1984)

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Reciprocal teaching is a four course meal of
meaning!
What activities could I do with string?

• Sit still, be quiet and wait until something
  pulls your string.

I need to clarify the word string by using
another word LINE.
I am going to predict this is about fishing
because I dont have to be quiet when flying a
kite or playing with a yo-yo.
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Results of Reciprocal Reading Recipe

• Palincsar and Brown (1984) found that students
  who scored around 30 on a comprehension
  assessment scored 70 80 after just 15 days of
  instruction using reciprocal teaching.
• Cooper (1999) found students experience half to
  one full years growth after 3 months of lessons
  given at least twice a week and 1 to 2 years
  growth after 6 months.
• Lori Ockus (2003) found urban students
  experienced rapid growth of one to two years in
  reading level after just 3 months.

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What I know about
Predict Our questions Clarify
Summarize Word How Idea
How Oczkus, L.
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Four Door
Oczkus, L.
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Predict Summarize Question Clarify
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Dice Discussion
Predict Question (who, what, when/where) Questi
on (why, how, which) Clarify idea Clarify
word Summarize
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YUCK!

• Reciprocal Teaching only covers four
  strategies. What about visualizing, making
  connections, and self monitoring?

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Other Menu Items
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The Training TeamThe inner voice inside your head

• Pitcher Predicts Pitchers look around the
  field before they throw a pitch. As the pitcher,
  it is your job to be the first to look through
  the text to determine why you are reading, what
  genre you are going to read and what you already
  know about the topic. Your teams success relies
  on you giving the most information you can before
  you read. As you read, you will have to look back
  at your prediction and confirm or reject your
  thoughts.
• Coach Clarifies Coaches call timeouts when
  they need to clarify the game plan. Its your job
  as the coach to call timeouts in order to help
  readers understand words and ideas that are
  confusing. You also help by adding information
  that an author did not include. Sometimes a coach
  can use parts of the word to determine the
  meaning. Occasionally, clues on the page can help
  with meaning. Background knowledge and other
  sentences can also help.
• Quarterback Questions As a quarterback, you
  are always running the game. Its your job to
  keep your team members focused and on track. You
  need to check to see what everyone is thinking
  while they read. You also need to help members
  find information if they are having trouble. Use
  the following tools to help make sure the members
  of your team are catching the information Who,
  what, when, where, why, and how.
• Sports Reporter Summarizes The sports reporter
  has to take hours and hours of game events,
  choose the most important and most interesting
  events and share those in just the right way so
  anyone could understand what happened with each
  game. You need to quickly review what you just
  read and take out all the information that is not
  needed. Keep only the ideas that the author
  thinks are important. You may use the text
  features to help you decide what to keep.

Adapted from Oczkus, L.
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Scatter
1
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Round 1 12, 34 Round 2 23, 14 Round 3 13,
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1 What did you already know and/or learn about
the topic? 2 What questions do you have about
the topic? 3 What still needs to be clarified
about the topic? 4 What is your summary
statement for the topic?
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YUCK!

• Oh, that readers theater was so much fun, but
  we dont have time for fun any more. Our district
  says we can only do things that will improve our
  PSSA test scores.

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Assess RT with standards and anchors
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YUCK!

• I can see how reciprocal teaching can be used
  as a whole class lesson, but I have to
  differentiate my instruction through guided
  reading.

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Assessing Comprehension

• Tagging the text
• Metacognition statements
• Sit in on a reciprocal teaching discussion
• Observe during guided reading
• Conduct an one-on-one conference
• Comprehension Rubric
• I can find the answer in the book or in my head.
• I can list the strategies.
• I can define the strategies.
• I can explain how the strategies help my
  comprehension.

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YUCK!

• I can see how reciprocal teaching can be used
  with a text, but I teach math and we deal with
  numbers not words.

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Reciprocal Teaching with Math
A.3.2.1 2. Subtract 82.12 - 6.50 A 17.12 B
75.62 C 81.47 D 84.42 www.pde.state.pa.us
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Mexicos Land and ClimateWhile you are reading,
stop at the places I highlighted and talk about
the highlighted area.
Group Look at the pictures on page 220 - 221.
Discuss how the pictures can help you learn
about the bold words mountain ranges, famous
volcanoes and summits. Student A Read the
captions on pages 220 - 221. Student B Using
what you know from the pictures and captions,
predict what you think you will learn from the
selection called Rugged Mountains and a High
Plateau. Student C Read the text on page 220 to
see if your predictions were correct. Group
Answer the review question Describe Mexicos
location by noting its southern, eastern, and
western borders. Student A Read the first two
paragraphs under the section entitled Mexicos
Volcanoes on page 221. Student C Clarify the
term summits. Student B Answer the review
question Why are several volcanoes in Mexico
well- known? Group Silently read the rest of
the passage on pages 221 - 222 to yourself. Draw
a picture to summarize what you learned. (Text
Structure is description)Make sure to write a
three sentence summary statement. (One sentence
from each section.)
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YUCK!

• Reciprocal Teaching is so repetitive. My kids
  would be bored with it after three days.

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Spice it Up!

• Summarizing
• V.I.P./M.V.P.
• Survey Says
• Human Paragraph
• Clear Summary
• Clarifying
• Local G.P.S.
• Clarify King
• 3x5 cards

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Please pick up a few things for me at the grocery
store.
Chips Broccoli Oranges MMs Bananas Sugar Bread
Tomatoes Flour Lettuce Eggs Grapes Bagels Mi
lk Chicken Vanilla Butter Baking
Soda Yogurt Nuggets Pork Salt
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Please pick up a few things for me at the grocery
store.
Fruits Bananas Oranges Grapes Veggies Lettuce Br
occoli Tomatoes Bread Bagels Bread Flour Dairy
Milk Butter Yogurt Protein Chicken Nuggets Por
k Fats Sugar Chips MMs Other Vanilla Baking
Soda Salt
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Please pick up a few things for me at the grocery
store, I am making dessert.
Fruits Bananas Oranges Grapes Veggies Lettuce Br
occoli Tomatoes Bread Bagels Bread Flour Dairy
Milk Butter Yogurt Protein Chicken Nuggets Por
k Fats Sugar Chips MMs Other Vanilla Baking
Soda Salt
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Please pick up a few things for me at the grocery
store, I am making a cake. Here is the recipe
Cream butter and sugar. Add eggs and vanilla. Mix
flour, salt and baking soda. Slowly add to wet
mixture. Pour into greased pan and bake at 350.
Fruits Bananas Oranges Grapes Veggies Lettuce Br
occoli Tomatoes Bread Bagels Bread Flour Dairy
Milk Butter Yogurt Protein Chicken Nuggets Por
k Fats Sugar Chips MMs Other Vanilla Baking
Soda Salt
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Text Structure Recipe for Reading Improvement
T.S. Recipe Highlight signal words in text
features Identify foundation Based on
time Based on describing Identify text
structure Enumeration Description Compare/Cont
rast Sequence Cause/Effect Problem/Solution Re
ad and highlight Organize notes Write/draw a
summary
Describe Time
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Nonfiction Text Not Fake/False
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Math Text
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Fiction Text Fake/False
Barb Marinak
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Time
Describe
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SURVEY SAYS
One problem to resolve in crocodile watching is
transportation.
Time Problem/Solution
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SURVEY SAYS
We observed the crocodile as it stalked a
raccoonAs a result of the noise we made, the
raccoon bolted
Time Cause/Effect
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SURVEY SAYS
The power of the crocodile is like that of a
monstrous machine. With one lunge it canCompared
to the alligator the crocodile
Description Compare/Contrast
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SURVEY SAYS
The crocodile mostly feed on vertebrates like
fish, reptiles, and mammals, sometimes with
invertebrates like mollusks and crustaceans,
depending on species. .
Description - Enumeration
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SURVEY SAYS
Crocodiles are very fast over short distances,
even out of water. They have extremely powerful
jaws capable of biting down with immense force,
by far the strongest bite of any animal.
Description - Describe
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www.pde.state.pa.us
Read the ad. Then answer questions 1725 in your
answer booklet.

• THE backpack for kids!
• Carry gear in safety and style.
• Made of non-tear polyester,
• this backpack is built to last.
• Keep your pencils, keys, games
• etc. organized and hidden in the PACK-IT-UPs
  hidden pockets
• Special compartments for electronics
• Zipper locks keep items as safe as a bank vault
• Large wheels help relieve your back of the weight
  and keep you
• rolling along
• Prices range from 1530
• Available at any neighborhood store.
• Everyone wants one so get yours before its too
  late!

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V.I.P. Very Important Points
Using at least three examples from the ad,
identify ways the ad tries to make people want to
buy the backpack.

• Three post-it notes
• Place post-it by any statement you will use to
  help you create a summary.
• As you read, you may move your post-it notes.

M.V.P. Most Valuable Points

• Out of the three, mare the most valuable point.
• Hoyt, L

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Using at least three examples from the ad,
identify ways the ad tries to make people want to
buy the backpack.
In the text In your head
Why would people want to buy the
backpack? 1. 2. 3.
1

• THE backpack for kids!
• Carry gear in safety and style.
• Made of non-tear polyester,
• this backpack is built to last.
• Keep your pencils, keys, games
• etc. organized and hidden in the PACK-IT-UPs
• hidden pockets
• Special compartments for electronics
• Zipper locks keep items as safe as a bank vault
• Large wheels help relieve your back of the weight
  and
• keep you rolling along
• Prices range from 1530
• Available at any neighborhood store.
• Everyone wants one so get yours before its too
  late!

2
3
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Clear Summary
Human Paragraph
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Local G.P.S. Local Context What can I
reread? (Sentences same,before,after) Global
Context Read around page for clues
(pictures, captions, heading) Prior Knowledge
What do I already know? (self, world,
other text) Structural Analysis What do I
see? (chunk into known parts) Checked
another source

• D.R.I.V.E.
• Sometimes I read fast, Sometimes I read slow.It
  all depends on what I know.
• Revisit Vocabulary
• pronouncing the word
• unknown word
• unsure of authors meaning
• Revisit Idea
• Im confused.
• I was thinking about other things.
• I dont get it.
• I cant find a connection.

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Clarifying words and ideas
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Third Times a Charm Look at the problem and
list everything you will need to do to solve the
problem.. Solve the problem by writing down each
step. Look at both boxes and evaluate the end
result.. (10 points)
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Clarifying vocabulary
Four Door
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• 17. Which phrase from the ad contains
• alliteration?
• A THE backpack for kids
• B Prices range from 15-30
• C Carry gear in safety and style
• D Special compartments for electronics
• 18. Knowing the prefix non- helps the
• reader understand that non-tear means
• A torn again.
• B easily torn.
• C full of tears.
• D unable to tear.
• 19. Read the sentence from the ad.
• Zipper locks keep items as safe as a bank
• vault. What does this sentence mean?
• A Backpacks are comfortable.

• 21. Read the sentence from the ad. Large wheels
  help relieve your back of the weight . . . What
  does this sentence suggest about the Pack-It-Up
  Pack?
• A It moves smoothly.
• B It is trendy.
• C It saves effort.
• D It is lightweight.
• 22. Why does the author use the text feature of
  bullets in the ad?
• A to show the steps of using the backpack
• B to include customer feedback
• C to list information about the backpack
• D to name the different things that can be
  carried in the backpack
• 23. What is the authors main purpose in writing
  the ad?
• A to get readers to buy the backpack
• B to explain the cost of the backpack
• C to explain how to wear the backpack
• D to tell readers where to buy the backpack
• 24. Read the sentence from the ad. Everyone
  wants one so get yours before its too late!
  What does this sentence suggest about the
  backpack?

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The truth on nutrition and health

• The Japanese eat very little fat and suffer
  fewer heart attacks than the British or
  Americans.
• The French eat a lot of fat and also suffer fewer
  heart attacks than the British or Americans.
• The Japanese drink very little red wine and
  suffer fewer heart attacks than the British or
  Americans.
• The Italians drink excessive amounts of red wine
  and also suffer fewer heart attacks than the
  British or Americans.
• The Germans drink a lot of beer, eat lots of
  sausage and fats and still suffer fewer heart
  attacks than the British or Americans.
• Conclusion Eat and drink what you like.
• Speaking English is apparently what kills you.

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Resources
Allen, J. Daley, P. (2004) Read-Aloud
Anthology www.gigglepoetry.com
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Text StructuresMonitoring whats important to
the author
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Benefits of Reciprocal Teaching

• The problem-solving framework requires the
  students mental engagement and awareness of his
  or her reading process.
• RT makes the invisible visible by explicitly
  teaching students to carry out the critical
  cognitive strategies proficient readers use for
  problem-solving.
• Students practice these strategies with the aim
  of internalizing them over time.
• Students can draw on the resources of the group
  to solve their own comprehension problems and
  they can also see how other readers use
  comprehension strategies to make sense of the
  text.
• Students learn and practice cognitive strategies
  in the context of purposeful reading rather than
  practicing these strategies as separate drill and
  kill activities.

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Reciprocal Teaching 10 Day Implementation Plan
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The Purpose of Summarizing

• Different types of writing tasks involve
  different kinds of cognitive processes thus
  resulting in different kinds of learning.
• Explicit instruction of text structure awareness
  enables students to see how texts are
  constructed which is critical for learning and
  thinking.
• Teaching students to look for textual importance
  instead of contextual importance is the key step
  to improving summaries.
• Textual importance important to the author
• Authors purpose to inform, persuade, entertain
• Text features Fonts, headings, illustrations,
  graphics
• Text structures Compare/contrast,
  Problem/solution
• Contextual importance important to the reader
• Background knowledge
• Personal experience

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Gradual Release Model for Summarizing
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The Purpose of Theme

• A writers message in a folktale, story, novel,
  or play is called a theme.
• Writers seldom come right out and tell you, Hey,
  reader, this is what I want you to know. You
  need to make inferences and draw conclusions
  about what a writer is trying to express.
• Researchers have found that students need far
  more practice with the concept of theme than with
  story elements.
• Celebrate that fact that students are trying to
  figure out the theme.
• Teaching students the universal themes to watch
  for is key in helping students identify the
  authors message.

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• Topics for theme
• Childhood race relations self-improvement trust d
  eath
• Courage dreams family prejudice freedom
• Equality imagination loneliness friendship inde
  pendence
• Revenge suffering understanding growing
  up violence
• Desire faith fears love war
• Universal themes
• How we relate to each other
• Family is more important than popularity, wealth,
  etc.
• Sometimes we must go against what everyone else
  is doing and make our own path.
• A true friendship can withstand tests.
• Fighting doesnt solve problems.
• Others may help us, but we must figure out who we
  really are on our own.
• People who dont believe everyone is created
  equal can often act unfairly and sometimes can be
  dangerous.
• How we relate to nature
• It is difficult for people from todays modern
  age to survive in the natural world.
• Nature is a healing force.
• People are destroying nature and humanity with
  uncontrolled technology.

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Theme Diagram
What is the topic or big idea of the
work? What do the characters say or do that
relates to the topic? What do these things tell
you that is important to learn about
life? The Reading Handbook
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The Purpose of Clarifying words

• Pay attention to new vocabulary, unclear wording,
  difficult concepts, and then try fix-up
  strategies such as rereading, context clues and
  discussion to clarify meaning.
• I didnt understand the part
• I cant figure out
• What else can we do to understand ?
• The Coach in your brain states the obvious
  problem in the reading, and then establishes a
  game plan to aid in successful comprehension.
• Clarify the meaning of a word by using four
  context clues
• Global Context Clues
• Prior Knowledge
• Structural Analysis
• Clarifying also means being aware of heavy
  words that require you to add more meaning.

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The Purpose of Clarifying ideas

• Clarifying means breaking down the sentence into
  parts. Once you find and understand what you do
  know, it will help you understand what you do not
  know.
• Clarifying means asking for an explanation of the
  ideas you do not understand by rereading the
  clues left by the author and adding information
  from your schema.
• Clarifying means to go back at what you do not
  understand and ask yourself What do I already
  know?

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Gradual Release Model for Clarifying
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The Purpose of Questioning

• Ask questions before reading to create a purpose
  for reading.
• Turn headings into questions to identify
  important information.
• Read the authors questions before you read to
  determine the text structure.
• Ask questions during reading to clarify the
  authors message.
• Searching for answers keeps you focused.
• Ask questions after reading to monitor
  comprehension.
• Questions should match the text structure.
• Answers to questions can be found in several
  places
• In the text In your head In another
  source

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Gradual Release Model for Questioning
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The Purpose of Predicting

• Students hypothesize about what the author might
  discuss next in the text and read on to confirm
  or disprove their hypothesis.
• Requires activation of prior knowledge and making
  connections.
• I think
• Ill bet
• I wonder
• I think this will be about

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Gradual Release Model for Predicting