Reciprocal Teaching LeAnn Wurtzbacher Kathy Maloney Haley Maksymowicz

What is Reciprocal Teaching? This is an activity where the students take turns being the teacher in small group reading circle discussions. Each student has a specific task ◦ Summarizer ◦ Questioner ◦ Clarifier ◦ Predictor The students each take turns assuming the role of the teacher, leading the rest of the group in discussion.

How to use Reciprocal Teaching First, model each strategy to the students. ◦ Summarizer, Questioner, Clarifier, Predictor Divide students into reading groups of 4. Pass out strategy cards to each member. Assign the section of reading and have students read and take notes. Have groups discuss the reading using their strategies. Have students switch strategy cards and repeat with the next section.

Strategy/Unique Role Summarizer ◦ Highlights the key ideas and important things that were read. Clarifier ◦ Attempts to clarify and answer any questions that were just asked. Questioner ◦ Poses questions about the reading.  Unclear ideas  Puzzling Information  Connections Predictor ◦ Predicts what might happen next in the story

Why use Reciprocal Teaching? Encourages students to think about their own thought process. Helps students become actively involved and monitor comprehension during reading. Teaches students to ask questions during reading and to clarify confusing parts.

Relevant Standards CCSS.ELA- Literacy.RI.4.1 CCSS.ELA- Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text. CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text CCSS.ELA-Literacy.RI.4.2 CCSS.ELA- Literacy.SL.4.1d Review the key ideas expressed and explain their own ideas and understanding in light of the discussion. CCSS.ELA- Literacy.SL.4.1d

Relevant Standards CCSS.ELA- Literacy.SL.4.1c CCSS.ELA- Literacy.SL.4.1c Pose and respond to specific questions to clarify or follow up on information, and make comments that contribute to the discussion and link to the remarks of others. CCSS.ELA- Literacy.SL.4.2 Paraphrase portions of a text read aloud or information presented in diverse media and formats, including visually, quantitatively, and orally. CCSS.ELA- Literacy.SL.4.2

Best Practice Concepts Teacher Modeling- the teacher models each strategy to the students. Teaching Reading as a Process- Each student has a specific strategy that is part of the reading process. Social, Collaborative Activities with Discussion and Interaction- Students are working to discuss in groups. Silent Reading Followed by Discussion- Students should read silently then discuss with their groups. Use of Reading in Content Fields- This activity can be used with social studies books, science books, and a lot of other types of books

Example Lesson

Directions Get the students into groups of four. Pass out strategy/role cards to each person in the group. Give everyone a copy of the “Dealing with Bullies” article. Have the students read the first section of the article and take notes. ◦ Remind students to keep their strategy in mind while reading. Have students take turns discussing their strategy when everyone has finished reading.

Sources…. Resource: ◦ al_teaching/ Article: ◦ html#