Reciprocal Teaching

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Reciprocal Teaching
P.K. Yonge Developmental Research
School University of Florida College of Education

• In Mr. Cs 7th grade Language Arts Class

Greg Cunningham gregc_at_pky.ufl.edu
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The Four RT Strategies

• Questioning
• Clarifying
• Summarizing
• Predicting

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Read Aloud Think Aloud
Tampa Boyby George Bailey
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Day 1

• Chapter 1 read aloud with images from the Florida
  Photographic Collection

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Week 1 Clarifying

• Clarifying slide show
• Chapter 2 Read-aloud/think aloud bell-ringing
  activity.
• Model first 3 or 4 pages
• Solicit responses from class and have all
  students record the same words
• Read aloud chapter 3 as students record
  clarifying words in pairs (one keeps track of
  text while other records words)
• Read aloud first few pages of chapter 4, then let
  students complete chapter and clarifying notes
  silently and independently

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Clarifying text
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Clarifying means making the meaning of the text
clear to the reader

• Seeing isnt reading.

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Clarifying helps you

• Identify what you dont know
• Understand new words
• Make sense out of the sentence or paragraph
• Understand new ideas

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But I dont know what I dont know!
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So, what do you do?

• Read all around it (finish the sentence)
• Read it again (were you just spacing out?)
• Search your background knowledge (old word, new
  context? Figurative language?
• Study the structure (morphology)
• Make a substitution
• Make a note (so you can ask someone later)

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Look it up in the dictionary?

• No

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63 of the students sentences were judged to be
odd (Miller Gildea, 1985)60 of students
responses were unacceptable (McKeown, 1991,
1993)Students frequently interpreted one or two
words from a definition as the entire meaning
(Scott Nagy, 1989)

• When students looked up a dictionary definition
  and used the word in a sentence

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Review Week 1, Clarifying

• Clarifying slide show
• Chapter 2 Read-aloud/think aloud bell-ringing
  activity.
• Model first 3 or 4 pages
• Solicit responses from class and have all
  students record the same words
• Read aloud chapter 3 as students record
  clarifying words in pairs (one keeps track of
  text while other records words)
• Read aloud first few pages of chapter 4, then let
  students complete chapter and clarifying notes
  silently and independently

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Week 2 Questioning

• Questioning slide show and activities
• Emphasis on difference between Clarifying and
  Questioning
• Chapter 5 Read aloud / think aloud
• Model first 3 or 4 pages
• Solicit responses from class and have all
  students record the same questions
• Chapter 6 with partner notes
• Chapter 7 read first few pages, then students
  complete recording of questions independently

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QuestioningText

• Hummm. I wonder

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Questioning while you read helps you

• Connect to text
• Draw inferences
• Pick out the main idea
• Monitor your own comprehension
• Become actively involved in the text
• Develop critical thinking skills and inquiry
  attitudes

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At your table, quickly make this chart on big
paper
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Come up with 5 questions for each category about
this picture
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But not all questions are created equal!
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Big Ideas CaloriesGo back to your questions
and decide how many calories each one has.Use
the chart below as a guideline

• Snickers 271
• Power Bar 230
• Potato Chips 155
• Popcorn 110
• Rice Cake 35
• Celery 19

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Report Out!
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Week 2 Questioning

• Questioning slide show and activities
• Emphasis on difference between Clarifying and
  Questioning
• Chapter 5 Read aloud / think aloud
• Model first 3 or 4 pages
• Solicit responses from class and have all
  students record the same questions
• Chapter 6 with partner notes
• Chapter 7 read first few pages, then students
  complete recording of questions independently

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Week 3 Predicting

• Chapter 8 Read aloud / think aloud Predicting
  strategy
• Emphasis on predicting during reading
• Emphasis on similarities and differences between
  predicting and questioning
• Model first 3 or 4 pages Use clap
• Solicit responses from class and have all
  students record the same questions
• Chapter 9 with partner notes
• Chapter 10 read first few pages, then students
  complete recording of questions independently

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Week 4 Summarizing

• Students are introduced to Summary Frames
• Read aloud chapter 11, students in groups
  complete all five summary frames
• Read aloud chapter 12, students individually
  complete problem/solution frames

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One Sentence Summary Frames
E6
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Color-coded RT cue cards
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Week 5 Group Work and Accountability

• Students are introduced to Discussion Records and
  scoring rubric
• emphasis on difference between worksheet
  completion and discussion.
• The worksheet is a step towards quality
  discussion
• Student volunteers fishbowl with chapter 13
• Ch. 14 read-aloud. All groups complete first RT
  dialog (throw this one out)
• Each student is instructed to not only report out
  his or her notes, but to solicit responses from
  other members
• Good readers do all these things ALL THE TIME

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Extension and Refinement (plans for this year)

• Groups are currently audio recorded for
  assessment, and baseline for end-of-year
  assessment
• Groups will then edit their groups discussion,
  using the rubric as a guide, to prove their own
  mastery
• Final edit is only a few minutes long

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Logistics

• Visit and monitor all groups stay and
  participate when necessary (sitting with your
  back to the wall, of course)
• Reform groups both as is needed for management
  and skills balance and also just to change things
• Packets of cards and chapters are clipped
  together, picked up and returned to their place
  by a member of the group
• New discussion records are also picked up and
  when finished, delivered to me as a group

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Reciprocal Teaching
Questions?
P.K. Yonge Developmental Research
School University of Florida College of Education

• In Mr. Cs 7th grade Language Arts Class

Greg Cunningham gregc_at_pky.ufl.edu