Andersen Elementary School Professional Development September 30, 2013 Presented by

1. Andersen Elementary School Professional Development September 30, 2013 Presented by Manny Alegre & Sheila Franquez 4th Grade Team Support: B. Guerrero, L. Sayo, J. Duenas

2. Quote of the Day “Tell me and I’ll forget, show me and I may remember, involve me and I’ll understand.” ~ Chinese Proverb

3. Part 1: Reciprocal Teaching Introduction

4. What is Reciprocal Teaching? Reciprocal teaching is an instructional procedure designed to enhance students' comprehension of text.

6. What Research Says About Reciprocal Teaching • RT was used for just 15 days student reading increased from 30- 80%. (Palincsar and Brown, 1986) • students not only improved their comprehension skills immediately, but they also maintained improved comprehension skills when tested a year later (Palinscar and Klenk, 1991. • necessary not only for improved test scores, but also for an information age. (Lubliner, 2001)

7. Previewing Self Questioning Making Connections Modeling-Visualizing-Illustrating Knowing How Words Work Monitoring Summarizing Evaluating Reciprocal Teaching is a Powerful Researched-Based Technique It is NOT a stand alone method for teaching comprehension.

8. What is the big idea about RT?

11. How do we introduce RT? • whole-group • guided reading lessons • literature circles • read-alouds

12. Good News! • You are already teaching it. • Just add…. • The Language • The Dialogue • Group Time • Frequently • Consistently

14. Is there a right way to do reciprocal teaching? • no right way • Jump right in! • Practice!

15. Reciprocal Teaching: Instructional Strategy

16. Before Reading • Determine stopping points in the text for applying comprehension strategies and discussing the text. • Activate students’ background knowledge about topic or theme. • Preview the texts title, illustrations, headings, tables, etc.

17. During Reading • Read the text together: teacher read-aloud, choral reading, whisper reading in small groups, or silent reading. • Students develop questions and identify words and passages for clarifying.

18. After Reading • Return to predictions. Teacher models how to check predictions. • Teacher models clarifying and invites students to share words and passages that need clarifying. • Teacher models question asking and invites students to ask and discuss their questions.

19. After Reading • Teacher models summarizing or guides the students in creating a summary. • Reflect on the usefulness of the strategies.

20. Should I teachall four strategies before I put them together in a reciprocal teaching lesson? • Yes! • introduce all four and benefit from the power and research behind multiple-strategy instruction (NICHD, 2000; Reutzel et al.,2005).

21. You do not have to wait until students are completely competent or familiar • Begin using them in lessons together introduce the strategies • Use in guided reading groups using the Fab Four.

22. What kind of results can we look forward to achieving for our students? Great understanding of text Higher test scores Happy students! Example: after three months, struggling fourth graders moved from reading at a second-grade level to their appropriate grade level.

23. RT encourages students… • tothink about their own thought process during reading • actively involved and monitor their comprehension as they read. • ask questions during reading and helps make the text more comprehensible.

24. RT only for Reading? • Not at all.. • Counselors, Librarians, Principals • Spanish, PE, Art, Culture, Music, ESL, SPED, GE, Literacy Support • All Subject Areas • And More!

25. Can students begin RT independently after introducing the components? • Yes! • Gradually, with teacher support, student confidence and competency will increase and adult input will decrease. • The eventual aim is that the students will be able to work independently.

26. What if my students are not firm with one of the RT Fab Four? • You can always back up and teach a focused mini-lesson on one of the strategies to strengthen its use if need be.

27. But don’t I use these four strategies already? • Yes! It is what you are doing in your classroom. It is naming the teaching technique. • Example: • Teachers say, “who can tell me what this story is going to be about?” • RT: Prediction

28. Do I need to teach RT in a sequenced order? • No! • strategies are delivered as a multiple-strategy package used in concert with one another • The aim is to cycle through four strategies, not necessarily in order, to make sense of the text.

29. Part 2: Model and Sample Products

30. Using the Language for Prediction • I think… • I wonder…. • What do you think we will read about next?

31. Using the Language for Clarifying • I am not sure about the word… • Lets get outside help. • For instance, if it’s a word we don’t understand lets try the glossary in the text, a dictionary, or an encyclopedia.

32. Using the Language for Questioning • What questions did you have as you read? • What did we do to find answers? • Are there any other questions you wonder about? • What, When, Where, How, Why, Who Questions

33. Using the Language for Summarizing • I summarize… • How can we combine our ideas into one summary? • What is this section about?

34. Are there any common problems that students experience with teaching reciprocal teaching? Predicting: • Students may not make logical predictions based on clues from the text or their experiences.

35. Common Problems • Clarifying: • Students may initially clarify only difficult, new, or confusing words because students rarelyrecognize they are having trouble with an idea in the text. Questioning: • Students may only generate literal questions and may need modeling toward asking inferential or main idea questions.

36. Common Problems Summarizing: • Students may miss points or supply a summary that is too long, too short or a word by word rendition.

37. Prompt or Cue Cards • Each prompt card has a variety of cues so that when familiar with the strategy it becomes an independent group task. • Helps students keep the same language. Vertical Alignment (3.2 AdvancED standard.

38. What does the prompt or cue card look like?

39. Remember ….. the teacher assumes primary responsibility for modeling how to use these strategies.

40. As students become more familiar with the strategies… • there is a gradual shift toward student responsibility for talking through the application of the strategies to the text.

41. How can I grade my students? Variations in Grading • Project Grade • Independent Work • Reflection Sheet • Lesson Review Assignment or Quiz • More!

42. How can I assess for understanding? • Oral language responses • Illustrations • Multiple Intelligence – sing, dance, draw, write, or act it out • Written Responses – using Four Door, notebook

43. What if the student fails with grading independent work? • Automatic trigger for teacher to provide corrective instruction • Guidance / intervention • Change up partners/groups

44. What is your best piece of advice for using reciprocal teaching? • Model the strategies • Be consistent • Use the strategies in all subject areas • Use daily

45. What does it look like? http://www.youtube.com/watch?v=IILNsq964lI An Introduction to Reciprocal Teaching - YouTube ► 3:00 ► 3:00 www.youtube.com/watch?v=IILNsq964lI

46. What else does it look like? http://vimeo.com/13517750 Fab Four Puppets from Reciprocal Teaching at Work by L.D. Oczkus

47. Part 3: Model Reciprocal Teaching • Pre-Kindergarten / Kinder • Whole Group – use big books, trade books • 1st -5th Grade – textbooks • Specialists—books, posters

48. What it looks like… http://www.youtube.com/watch?v=hv6PhAHLl4o Reciprocal Teaching - Kennedy Elementary Willmar, MN

49. Big Book using Fabulous Four Reciprocal Teaching using the Fab Four Friends.

50. How to use puppets.. • http://www.youtube.com/watch?v=Jm4mSVXDCjE