Helping Readers Helping Readers SoarSoar with with Reciprocal TeachingReciprocal Teaching

Presented by Jennifer KilmerPresented by Jennifer Kilmer33rdrd grade: South Western School District grade: South Western School District

What’s already in your What’s already in your head?head?

•What do What do goodgood readers do? readers do?–wordlewordle

•Grade level sortGrade level sort–Primary, intermediate, middle Primary, intermediate, middle school, high school?school, high school?–Bystander, walker, jogger, or runner?Bystander, walker, jogger, or runner?

What is RT?What is RT?

• A scaffolded discussion technique A scaffolded discussion technique built on four strategies that good built on four strategies that good readers use to comprehend text:readers use to comprehend text:– predict, clarify question, and summarize predict, clarify question, and summarize

(Palincsar & Brown)(Palincsar & Brown)

• Appeared in literacy journals in the Appeared in literacy journals in the 1980’s, but is more recently 1980’s, but is more recently becoming more usedbecoming more used– ““What’s hot”What’s hot”

What are the Goals of RT?What are the Goals of RT?• To improve students’ reading To improve students’ reading

comprehension using four comprehension comprehension using four comprehension strategies: strategies: predict, clarify, question, predict, clarify, question, summarizesummarize

• To scaffold the four strategies by modeling, To scaffold the four strategies by modeling, guiding, and applying the strategies while guiding, and applying the strategies while readingreading

• To guide students to become metacognitive To guide students to become metacognitive and reflective in their strategy useand reflective in their strategy use

• To help students monitor their reading To help students monitor their reading comprehension using the four strategiescomprehension using the four strategies

What are the Goals of RT? What are the Goals of RT? (continued)(continued)

• To use the social nature of learning to improve To use the social nature of learning to improve and scaffold reading comprehensionand scaffold reading comprehension

• To strengthen instruction in a variety of To strengthen instruction in a variety of classroom settings-whole group, guided reading classroom settings-whole group, guided reading groups, literature circles, interventiongroups, literature circles, intervention

• To be a part of the broader framework of To be a part of the broader framework of comprehension strategies that comprises comprehension strategies that comprises previewing, self-questioning, making connections, previewing, self-questioning, making connections, visualizing, knowing how work, monitoring, visualizing, knowing how work, monitoring, summarizing, and evaluatingsummarizing, and evaluating

Harvey & Goudvis, 2007; Keene & Zimmermann, 2007; McLaughlin & Allen, 2002; Oczkus, 2004, 2010; Pearson, Roehler, Dole, and Duffy, 1992)

What does the research say What does the research say about RT?about RT?

• Creators of RT – Palincsar and Brown (1986)Creators of RT – Palincsar and Brown (1986)– Used RT with a group of students for 15-20 days, Used RT with a group of students for 15-20 days,

students’ reading on a comprehension assessment students’ reading on a comprehension assessment increased from 30% to 70-80% (Oczkus, 2010)increased from 30% to 70-80% (Oczkus, 2010)

• Study by Palincsar and Klenk (1991)Study by Palincsar and Klenk (1991)– Students comprehension not only improved immediately, Students comprehension not only improved immediately,

but students also maintained their improved but students also maintained their improved comprehension skills when tested a year latercomprehension skills when tested a year later

• Originally designed for small-group instruction Originally designed for small-group instruction with struggling middle school studentswith struggling middle school students

• Proven to produce consistent positive results when Proven to produce consistent positive results when implemented across all grade-levels and implemented across all grade-levels and groupings (small group, whole group, teacher led groupings (small group, whole group, teacher led groups, etc.)groups, etc.)

What does the research say What does the research say about RT?about RT?

• Rosenshine and Meister (1994) reviewed Rosenshine and Meister (1994) reviewed 16 studies of RT and concluded that 16 studies of RT and concluded that reciprocal teaching is a technique that reciprocal teaching is a technique that improves reading comprehension (Oczkus, improves reading comprehension (Oczkus, 2010).2010).

• Lubliner (2001) stated that, “RT is an Lubliner (2001) stated that, “RT is an effective teaching technique that improves effective teaching technique that improves on the kind of reading comprehension that on the kind of reading comprehension that is necessary not only for improved test is necessary not only for improved test scores, but also for life in the information scores, but also for life in the information age.” (Oczkus, 2010).age.” (Oczkus, 2010).

Two Minute Social!!Two Minute Social!!Please take the next 2 minutes to get Please take the next 2 minutes to get up out of your seat and share with up out of your seat and share with colleagues what you have heard so far, colleagues what you have heard so far, and what you are wondering about and what you are wondering about when it comes to RT. Be sure to look at when it comes to RT. Be sure to look at the materials I use to teach RT.the materials I use to teach RT.

How do I implement RT in How do I implement RT in my classroom?my classroom?

• Use at any grade level and in all genres Use at any grade level and in all genres (fiction, nonfiction, etc.)(fiction, nonfiction, etc.)

• Introduce each strategy individuallyIntroduce each strategy individually– One or two lessons on each strategyOne or two lessons on each strategy

• Teacher modeling scaffolding, think-aloudsTeacher modeling scaffolding, think-alouds– I do, we do, you doI do, we do, you do

• Cooperative learningCooperative learning

• MetacognitionMetacognition

• Use of props, gestures, etc. (optional)Use of props, gestures, etc. (optional)

How do I Implement RT in my How do I Implement RT in my classroom?classroom?

• Introduce each strategyIntroduce each strategy

• Model each strategy individually through a Model each strategy individually through a think-aloud.think-aloud.

• Scaffold instruction through interactive, Scaffold instruction through interactive, shared, and guided readingshared, and guided reading

• Use in whole group, buddy, or cooperative Use in whole group, buddy, or cooperative groupgroup

• Metacognitive assessment (based on Metacognitive assessment (based on strategy of focus)strategy of focus)

Predict

Lori D. Oczkus, 2010Lori D. Oczkus, 2010

Predicting with fictionPredicting with fiction – Preview cover, title, and Preview cover, title, and

illustrationsillustrations– Preview text structure Preview text structure

looking for clues using looking for clues using story structure: setting, story structure: setting, characters, problem, characters, problem, resolution, events, and resolution, events, and a theme or lessona theme or lesson

– Use the frame: Use the frame: I think I think this is about…this is about…because…because…

Predicting with nonfictionPredicting with nonfiction– Preview headings, Preview headings,

illustrations, and textillustrations, and text– Look for clues to predictLook for clues to predict– Preview text structure Preview text structure

and decide if it is and decide if it is compare-contrast, compare-contrast, sequence, main idea and sequence, main idea and details, cause-effectdetails, cause-effect

– Use the frame: Use the frame: I think I I think I will learn…because…will learn…because…

ClarifyClarify““Keeping track of one’s comprehension of the text Keeping track of one’s comprehension of the text and knowing fix-up strategies to maintain meaning and knowing fix-up strategies to maintain meaning during reading.”during reading.” Lori D. Oczkus, 2010Lori D. Oczkus, 2010

Clarifying Strategies: to clarify an idea

• I reread the parts that I don’t understand.

• I read on to look for clues

• I think about what I know

• I talk to a friend

Clarifying Strategies: to clarify a word

• I reread

•I look for word parts I know

• I try to blend the sounds together

•I think of another word that looks like this word.

•I read on to find clues.

•I try another word that makes sense.

LGPSLGPS

•LLocal Context Clues (sentences: ocal Context Clues (sentences: same, before, after)same, before, after)

•GGlobal Context Clues (pictures, lobal Context Clues (pictures, captions, headings)captions, headings)

•PPrior Knowledge (What do I already rior Knowledge (What do I already know?)know?)

•SStructural Analysis (What do I see?)tructural Analysis (What do I see?)

Give one, Get oneGive one, Get one

Using notes you have recorded in Using notes you have recorded in your graphic organizer, let’s share your graphic organizer, let’s share what we have learned!what we have learned!

QuestionQuestion

• Good readers ask wonder questions Good readers ask wonder questions before and during reading.before and during reading.

• During reading good readers ask During reading good readers ask “quiz” questions that can be “quiz” questions that can be answered or inferred from the text. answered or inferred from the text.

• Question stems, questions cans/bagsQuestion stems, questions cans/bags

• In the book/In my headIn the book/In my head

SummarizeSummarize• Researched-based way to improve reading Researched-based way to improve reading

comprehension (Duke & Pearson, 2002)comprehension (Duke & Pearson, 2002)

• Summarize during and after reading.Summarize during and after reading.

• Organization depends on type of text. Organization depends on type of text. (Lipson, 1996)(Lipson, 1996)– Narrative-characters, setting, problem/solution, Narrative-characters, setting, problem/solution,

eventsevents– Expository-important points/ideasExpository-important points/ideas

• Make it exciting!!Make it exciting!!– 25 word summary, human paragraph, pass a 25 word summary, human paragraph, pass a

summary, etc.summary, etc.

Let’s practice!Let’s practice!

Where do the other reading Where do the other reading strategies/skills fit in with strategies/skills fit in with

RT?RT?• PredictPredict

– genre, text elements, author’s purpose, main idea and genre, text elements, author’s purpose, main idea and details, vocabulary, reader’s aids, text features, text details, vocabulary, reader’s aids, text features, text structure, inferencestructure, inference

• ClarifyClarify– phonics, vocabulary (multiple meaning, antonyms, phonics, vocabulary (multiple meaning, antonyms,

synonyms), decoding (prefixes, suffixes, compound words, synonyms), decoding (prefixes, suffixes, compound words, inference, fluency, connections, figurative language, self-inference, fluency, connections, figurative language, self-monitoringmonitoring

• QuestionQuestion– question answer relationships, locating important question answer relationships, locating important

information, self-questioning, reading for a purpose, information, self-questioning, reading for a purpose, skim/scan, text structure signal words, text connections, skim/scan, text structure signal words, text connections, question stemsquestion stems

• SummarizeSummarize– main idea/details, generalization, paraphrase, conclusions, main idea/details, generalization, paraphrase, conclusions,

themes, author’s purpose, text structure, graphic themes, author’s purpose, text structure, graphic organizers, visualizing, note taking, synthesize, monitoring organizers, visualizing, note taking, synthesize, monitoring comprehensioncomprehension

Two Minute Social!!Two Minute Social!!

Please take the next 2 minutes Please take the next 2 minutes to get up out of your seat and to get up out of your seat and share with colleagues what you share with colleagues what you have heard so far, and what have heard so far, and what you are wondering about when you are wondering about when it comes to RT. Be sure to look it comes to RT. Be sure to look at the materials I use to teach at the materials I use to teach RT.RT.

How does RT connect with How does RT connect with RTI?RTI?

• RTI is “a process of implementing RTI is “a process of implementing high-quality, scientifically validated high-quality, scientifically validated instructional practices based on instructional practices based on learner needs, monitoring student learner needs, monitoring student progress, and adjusting instruction progress, and adjusting instruction based on student’s response to the based on student’s response to the intervention.” intervention.”

• RT works as an intervention on all 3 RT works as an intervention on all 3 tiers of RTItiers of RTI

How does RT connect with How does RT connect with RTI?RTI?• Tier 1Tier 1

– Teach all 4 strategies as a packageTeach all 4 strategies as a package– Use tools to monitor RT strategiesUse tools to monitor RT strategies– Use in a variety of groupingsUse in a variety of groupings– Provide targeted instruction through mini-lessonsProvide targeted instruction through mini-lessons– Use RT with read-aloud, shared reading, small groups, partner Use RT with read-aloud, shared reading, small groups, partner

reading, and independent readingreading, and independent reading• Tier 2Tier 2

– Meet with target students and provide small group instruction Meet with target students and provide small group instruction using all 4 RT strategiesusing all 4 RT strategies

– Teach quick mini-lessons based on students needs with the Teach quick mini-lessons based on students needs with the strategies (P,C,Q,S)strategies (P,C,Q,S)

– Provide extra word work and support in phonics and phonemic Provide extra word work and support in phonics and phonemic awareness after reading text using the Fab Fourawareness after reading text using the Fab Four

• Tier 3Tier 3– Provide more direct instruction in books at student’s Provide more direct instruction in books at student’s

instruction level using all 4 RT strategies.instruction level using all 4 RT strategies.– Continue to provide specific word work needed based on Continue to provide specific word work needed based on

observations.observations.– Provide mini-lessons on each of the strategies when needed.Provide mini-lessons on each of the strategies when needed.

3-2-1 Summarizer3-2-1 Summarizer

33 Things you learned… Things you learned…

22 Things you want to try… Things you want to try…

11 thing you are still wondering… thing you are still wondering…

ResourcesResourcesLori D. Oczkus. Lori D. Oczkus. Reciprocal Teaching at Reciprocal Teaching at

Work K-12: Powerful Strategies and Work K-12: Powerful Strategies and Lessons for Improving Reading Lessons for Improving Reading ComprehensionComprehension. International Reading . International Reading Association, 2010.Association, 2010.

ISBN: 978-0-87207-507-8ISBN: 978-0-87207-507-8

Julie B. Wise: Julie B. Wise: Powerful PrescriptionPowerful Prescription (RT (RT training session)training session)

Questions/CommentsQuestions/Comments

Email: jen_kilmer@swsd.k12.pa.usEmail: jen_kilmer@swsd.k12.pa.us