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Literacy LeadersHigh School Teachers Taking Charge of Their Professional
Learning
Today’s Strategy is:
Reciprocal Teaching
Literacy Leaders
We have started a collaborative study group that will meet once a month to:
Discuss, develop, and organize resources for teachers to incorporate literacy strategies
… in all content areas
Inspiration …
• Journal of Adolescent & Adult Literacy (2008)
“A Content Literacy Collaborative Study Group: High School Teachers Take Charge of Their
Professional Learning”
One year of secondary teachers attempting to integrate literacy strategies & content instruction
Literacy Resources for Teachers in D128
On the D128 homepage, under Literacy Resources you will find:
• Content Literacy Instruction Strategies• Strategy Descriptions• Templates & Examples
Today’s Strategy: Reciprocal Teaching
Based on the paper:
Reciprocal Teaching of Comprehension-Fostering and Comprehension-Monitoring Activities
Annemarie Sullivan Palincsar & Ann L. Brown
Center for the Study of Reading
University of Illinois
(1984)Original research available as a pdf file if you are interested
Why Teach Literacy Strategies?
• 70% of 8th graders read below the proficient reading level on the NAEP (National Center for Education Statistics, 2009)
Difficulty Understanding Text
Some students can decode
words– but have
difficulty understanding
what they have read
Difficulty Summarizing Text
Many students have trouble summarizing or pulling mainideas from their reading
What Does Recent Research Say?
• Students from all grade levels from primary to secondary grades need comprehension strategies (Block, Parris, & Whiteley, 2008; Pearson & Duke, 2002; Kincade & Beach, 1996)
Need for:• Strategies to clarify unknown words• Guided instruction to question & predict• Ability to sort out main ideas and order events in
text
Why Use Reciprocal Teaching?
• Based on the gradual release of responsibility model of instruction (Pearson & Fielding, 1991)
• Multiple-strategy technique (Palinscar & Brown, 1984)
• Has been extensively researched & has produced positive results with:First graders (Palinscar & David, 1991) through college
students (Fillenworth, 1995)
Goals of Reciprocal Teaching
• Improve students reading comprehension• Scaffold strategies while reading• Guide students to become metacognitive &
reflective in their strategy use• Monitor comprehension• Improve & scaffold through social setting• Strengthen whole-class sessions & guided reading
groups(Harvey & Goudvis, 2007; Keene & Zimmermann, 2007; McLaughlin & Allen,
2002; Oczkus, 2004; Pearson, Roehler, Dole & Duffy, 1992)
Palinscar & Brown Findings
Groups of Students
• Palinscar & Brown, the creators of reciprocal teaching found that when RT was used with a group of students for 15-20 days, the students reading on a comprehension assessment increased from 30% previously to 70-80%
Tested a Year Later
• Students not only maintained their improved comprehension skills almost immediately, but also maintained their improved comprehension skills when tested a year later
How is Reciprocal Teaching Used in the Classroom?
Whole-Class Session
• To introduce RT strategies• To model for students in
think-alouds• To establish common
language & terms• To provide reinforcement in
content area reading
Guided Reading Group
• To introduce/reinforce strategies in a teacher-led small group
• To provide extra support or intervention to students
• To differentiate instruction based on needs
The Four Reciprocal Teaching Strategies
Predict Question
Clarify Summarize
Oczkus Reciprocal Teaching Method (2010)
• See Reciprocal Teaching Comprehension Chart
• Notice additional box for background knowledge
• Notice order of questions• The “Fab Four” Strategy Starters
Focus: The Original Research by Palinscar & Brown
• Significant improvement in the quality of summaries & questions
• Sizable gains on criterion tests of comprehension
• Reliable maintenance over time• Transfer to other tasks• Improvement in standardized comprehension
scores
What do expert readers do?
They proceed automatically
until a triggering event alerts them to a comprehension
failure
How do expert readers comprehend?
When comprehension failure is detected, they slow down, allot for extra processing to
the problem area, deploy debugging devices and utilize
active reading strategies
Main Focus of Palinscar & Brown’s Paper
• Practiced readers’ split mental focus seen in successful reading/studying:
Comprehension-Fostering ActivitiesComprehension-Monitoring Activities
Palinscar & Brown’s 4 Concrete Activities
1. Questioning
2. Summarizing (self-review)
3. Clarifying
4. Predicting
Embedded in the instruction of the reading is a clear purpose for reading, and a discussion of relevant background knowledge
Important to note the order of the activities
Questioning
Ask students:
“What main idea question would a teacher or test ask about this section of the text?”
Summarizing
This is an activity of self-review
Ask students:
“State what has just happened, or summarize this section of text” (to see if they have understood it)
Remedial action (clarifying) may be needed
Clarifying
• Clarifying occurs only if there are confusions either in the text or in the student’s interpretation of the text
• Requires that students engage in critical evaluation
Is a natural part of the discussion process
Predicting
Ask students:
“Make a prediction about the future content of this passage”
Basic Procedures
1. Teacher or student readers assigned passage silently
2. Then, ask a question that a teacher or test might ask on this segment
3. Summarize the content
4. Discuss/clarify content, as needed
5. Finally, make a prediction about the future content
Acquisition of Question-Asking
• Charles, 7th grade minority student , (IQ=70), reading comprehension was 3rd grade level
• Sara, 7th grade competent student
Initially, Charles could not formulate questions at all
Sara’s questions were classified primarily as inventions
Comparison Graph of Study 1
• See last page of packet
Next Month’s Plans
• Bring your ideas, questions, successes, failures with reciprocal teaching
• We’ll share and discuss what worked & what didn’t
Science Teacher Models RT
• Shared Reading of an informational text• Small group setting• Uses reciprocal teaching model • Her students are early in the RT process (not
ready to student-lead)• She uses Think-Aloud strategies also