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Literacy LeadersHigh School Teachers Taking Charge of Their Professional
Learning
Today’s Strategy is:
Reciprocal Teaching
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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
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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
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Literacy Resources for Teachers in D128
On the D128 homepage, under Literacy Resources you will find:
• Content Literacy Instruction Strategies• Strategy Descriptions• Templates & Examples
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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
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Why Teach Literacy Strategies?
• 70% of 8th graders read below the proficient reading level on the NAEP (National Center for Education Statistics, 2009)
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Difficulty Understanding Text
Some students can decode
words– but have
difficulty understanding
what they have read
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Difficulty Summarizing Text
Many students have trouble summarizing or pulling mainideas from their reading
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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
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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)
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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)
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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
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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
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The Four Reciprocal Teaching Strategies
Predict Question
Clarify Summarize
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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
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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
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What do expert readers do?
They proceed automatically
until a triggering event alerts them to a comprehension
failure
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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
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Main Focus of Palinscar & Brown’s Paper
• Practiced readers’ split mental focus seen in successful reading/studying:
Comprehension-Fostering ActivitiesComprehension-Monitoring Activities
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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
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Questioning
Ask students:
“What main idea question would a teacher or test ask about this section of the text?”
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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
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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
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Predicting
Ask students:
“Make a prediction about the future content of this passage”
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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
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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
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Comparison Graph of Study 1
• See last page of packet
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Next Month’s Plans
• Bring your ideas, questions, successes, failures with reciprocal teaching
• We’ll share and discuss what worked & what didn’t
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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