1	Leadership Institute for Latino Literacy (LILL) Developing Reading Comprehension Skills with Reciprocal Teaching Eunice Greer
2	Bell Work - Semantic Mapping with Follow-up Take a minute to jot down what you know about Lev Vygotsky and Gradual Release of Responsibility. Words Phrases Sentences Questions
3	Who is this man?
4	Who is this woman?
5	What do you know?
6	Our Advanced Organizer Bell work – semantic mapping with follow-up What is RT and why is it worth doing? How do you do it? Practice/apply Exit ticket – the follow-up
7	Reciprocal Teaching Relies on a Gradual Release of Responsibility
8	What is Reciprocal Teaching? Reciprocal Teaching is a technique used to develop comprehension of expository text in which teacher and students take turns leading a dialogue concerning sections of a text. Four activities are incorporated into the technique: prediction, questioning, summarizing and clarifying misleading or complex sections of the text.
9	And….. Reciprocal teaching, an interactive dialogue between the teacher and students about content/material, helps students learn how effective readers process information.
10	What’s so good about RT? According to Annemarie Palinscar, there are at least six excellent instructional ideas imbedded in RT: Focus on helping students acquire comprehension strategies instead of simply asking them comprehension questions Focus on four essential strategies rather than an endless variety of reading skills practiced in workbooks Learning while doing: practicing the procedures while reading Requires that all students participate Highlights the need to scaffold students as they develop reading strategies toward learning to monitor their own comprehension Bringing to the attention of educators the need to provide support for each other within reading groups (distributed expertise)
11	What are the Four Essential Cognitive Strategies?
12	What four teaching practices support RT?
13	What are the Roles that Students take in Reciprocal Teaching? Predictor Questioner Clarifier Summarizer Discussion director
14	Teaching Students to use RT Describe process, why its important, what you expect students to learn and do. Introduce and post 2 charts – one of the 5 roles and one of the 4 strategies Model process (ideal with 3 – 4 others)
15	How to Introduce each Strategy Modeling Think-alouds and Examining transcripts of student responses Coaching/scaffolding in small groups Practice and use throughout the day in large and small groups With students, create a role card with directions and tips students will use in their group to play each role.
16	Step 1. Summarizing Students restate what they have read in their own words. They work to find the most important information in the text. Initially, their summaries may be of sentences or paragraphs but later should focus on larger units of text.
17	Summarizing When summarizing, students ___ use the language of summarizing. • This part is about... • The most important ideas in this text are... ___ reread to summarize main events or important ideas from the text. ___ include only main events or important ideas. ___ tell main events or important ideas in order. ___ use some vocabulary from the text. Using Metacognition ___ tell steps to summarizing. • When I summarize I... ___ tell how summarizing helps them understand
18	Step 2. Questioning Students ask questions about the material. In order to do this, they must identify significant information, pose questions related to this information, and check to make sure they can answer their own questions.
19	Questioning When questioning, the students ___ use the language of questioning with question words such as who, what, when, where, why, or how. ___ ask logical “wonders” before reading based on clues from the text. • I wonder... ___ ask literal and higher level thinking questions after reading. Using Metacognition ___ tell steps to questioning. • When I question I... ___ tell how questioning helps them understand what they have read.
20	Step 3. Clarifying Students focus on the reasons why the text is difficult to understand, (e.g., new vocabulary, unclear reference words, and unfamiliar concepts.). Students may clarify or ask for clarification in order to make sense of the text.
21	Clarifying When clarifying, students use the language of clarifying. • I didn’t get ______________ (confusion), so I (strategy used to repair comprehension). identify words that are difficult to pronounce or understand. use a variety of strategies to understand the words, including finding “chunks” they know, sounding out the words, using syllables, and rereading. tell how they clarified a difficult word.
22	Clarifying, con’t. identify sentences, pages, or ideas that need clarifying. use a variety of strategies to understand the parts, such as rereading, reading on, or talking to someone to figure out the parts of the text that confused them. identify confusions (words, parts, or ideas) and the strategies that they used to repair comprehension. Using Metacognition ___ tell steps to clarifying. • When I clarify I... ___ tell how clarifying helps them understand what they have read.
23	Step 4. Predicting Students speculate on what will be discussed next in the text. To be successful, students must recall relevant background knowledge so they can connect what they are reading with what they already know.
24	Predicting When predicting, students: ___ use the language of prediction such as • I predict... • I think... • I’ll bet... ___ use clues from the text to help form predictions and evidence from the text and/or illustrations to support predictions. • I predict ______________ because______________.
25	Predicting, con’t. use prior knowledge about the topic or from experience to help make logical predictions. • I predict ______________ because ______________. ___ check predictions after reading to see if they make sense. Using Metacognition: ___ tell steps to predicting. • When I predict I... ___ tell how predicting helps them understand what they have read.
26	Steps for RT Student Groups The reading selection is broken into enough sections so that each student has the opportunity to take each role. Each participant takes their first role and selects their role card. The discussion leader directs the predictor to scan the title and sub- heading and make their prediction about the first section of text. The predictor provides a prediction. The discussion director selects the mode of reading for the section. • silent reading • reading aloud • reading with a partner • reading chorally • reading by paragraph or page
27	Steps, con’t. 6. After reading, the discussion director calls on each reader to perform their role—summarizer, questioner, and clarifier. 7. After the first section is completed, the discussion director calls “pass,” and the readers pass their roles and role cards to the student to their right. 8. The process begins again. 9. As the students become more proficient, the teacher’s supervisory role becomes less and less evident.
28	Example: Prediction Role Card Make a PREDICTION based on: • a title • headings or sub-headings • a question the author poses in the text • an introduction suggests what will be discussed next a picture, chart or graph suggests the content Prediction stems: • Based on the title, I predict this is going to be about... • I already know these things about the topic/story... • I think the next chapter/section will be about... • Based on... (a clue), I predict... • Based on what __ said/did, I predict...
29	Example: Questioning Role Card Ask questions that: Focus on important information in the text Require the student to use what they have read. Question stems: • Who is ___? • What is/does ___? • When is ___? • Where is ___? • Why is ___ significant? • Why does ___ happen? • What are the parts of ___? • How is ___ an example of ___? • How do ___ and ___ compare? • How are ___ and ___ different? • How does ___ happen? • What is most important ___? • What is your opinion of ___?
30	Example: Summarizing Role Card How to create a SUMMARY: • Look for the topic sentence. • Look for who, what, when, where, why, and how. • Omit unnecessary information. Summary Stems • This story/paragraph is mostly about... • The topic sentence is... • The author is trying to tell me... A framed summary sentence: This story/passage about ___ begins with ___, discusses (or develops) the idea that ___, and ends with ___.
31	Example: Clarifying Role Card CLARIFY hard parts when: • you don't understand • you can't follow the text • you don't know what a word means Clarifying stems: • I don't really understand... • A question I have is... • A question I'd like answered by the author is... • One word/phrase I do not understand is...
32	Let’s Try It!! TIME for Kids - WORLD REPORT EDITION January 20, 2006 Vol.11 No.15 To Pluto ... And Beyond! Getting ready for the first up-close look at the ninth planet NASA first considered a mission to Pluto more than 15 years ago. The most distant of the nine planets, Pluto, made of rock and ice, has long been considered a small oddball and unlike anything else in the solar system. But when the New Horizons space probe finally takes off to Pluto--as early as this week, if all goes well--it will be heading to a planet with a new image. "This little misfit is now central to our understanding of the origin of our solar system," Alan Stern, lead mission scientist, told TIME. The reason is that Pluto is not an oddball at all. It's one of thousands of icy space chunks located in a swarm known as the Kuiper (ky-purr) Belt, in a dark, frigid zone 3 billion to 5 billion miles from the Sun. Pluto, it turns out, is not even the biggest of these objects, which astronomers call ice dwarfs. And because these little worlds have been in a deep freeze since the solar system formed more than 4 billion years ago, they are a frozen record of what conditions were like then. Those ancient conditions are what Stern and his colleagues will try to understand when New Horizons reaches Pluto and its three moons in 2015. As the probe zips by, its cameras will snap pictures of the surface, analyze Pluto's thin atmosphere and take its temperature.
33	One More Time…. Is Pluto Even a Planet? The new data won't help scientists decide whether Pluto, which is not as large as the Moon, should keep its title as a planet. Astronomers have found several ice dwarfs that are not much smaller than Pluto. Just last year, they identified an object in the Kuiper Belt that is even bigger than Pluto. Many astronomers argue that if Pluto is a planet, then its bigger cousin (called 2003 UB313, for now) must also qualify. The International Astronomical Union promises to make a decision on Pluto's status, but no one knows when it will come. Prepare to Be Surprised New Horizons will be the fastest spacecraft ever, traveling nearly 10 miles per second. At that speed, it could travel from New York to Kansas in just two minutes. It should race past the Moon in nine hours and Jupiter in 13 months and reach Pluto in nine years. The probe will then explore the Kuiper Belt for another five years. It will be launched by a mighty Atlas V rocket, and its flight will be powered by a tiny amount of radioactive fuel that just happens to be called plutonium. Pluto and the Kuiper Belt have been full of surprises in recent years. And scientists expect the unexpected with the New Horizons mission. For many years, it was easy think of the solar system as nine lonely worlds traveling in neat rings around the Sun. But the harder astronomers look beyond Pluto, the more crowded our cosmic neighborhood seems to become.
34	Exit Ticket: What can you add now?
35	Thank you!! Contact me: Eunice Greer 1909 35^th Pl. NW Washington, DC 20007 E-mail: eunice.greer@gmail.com phone: (202)320-7356