1. Michael D. Robinson

2.  WEBINAR – Visual Thesaurus (10:00 AM)  Reading Adoption  Reciprocal Teaching  CIS – Comprehension Instructional Sequence Model  Intervention Activities  Melanie Tabbert Developmental Studies Center  Next Meeting in Key West

3.  We WILL adopt Reading/ELA this year  Form committees ASAP – Please ask for someone to act as a “Chairperson” I will send out notices of presentations once you have committees set – Plan tentatively on the week of March 11-15. Please plan on committees of 3 ( one representing early childhood – k/1; one representing primary – 2/3; one representing intermediate 4/5)  We will look at a CRP (Comprehensive Reading Program) and CIRP (Comprehensive Intervention Reading Program)  I will meet with the committee ONCE to give them their charge  The committee members will receive input from their school and make the final decision  We must have a decision no later than April 29, 2013 I will ask the chair from the committee to make a report to the School Board for a workshop meeting in May.

5.  Turn to a colleague and define this term 5

6. "Definition: Reciprocal teaching refers to an instructional activity that takes place in the form of a dialogue between teachers and students regarding segments of text. The dialogue is structured by the use of four strategies: summarizing, question generating, clarifying, and predicting. The teacher and students take turns assuming the role of teacher in leading this dialogue. 6

7.  What Works Clearinghouse http://ies.ed.gov/ncee/wwc/reports/adolescent_literacy/rec_teach/ research.asp http://ies.ed.gov/ncee/wwc/reports/adolescent_literacy/rec_teach/ research.asp  Center for Multicultural Education (University of Washington) http://education.washington.edu/cme/recipro.htm  ASCD http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198812_palin esar.pdf http://www.ascd.org/ASCD/pdf/journals/ed_lead/el_198812_palin esar.pdf  Review of Educational Research (Rosenshine & Meister) http://rer.sagepub.com/content/64/4/479.abstract 7

8.  Purpose: The purpose of reciprocal teaching is to facilitate a group effort between teacher and students as well as among students in the task of bringing meaning to the text. Each strategy was selected for a distinct and important purpose… 8

9. Summarizing provides the opportunity to identify and integrate the most important information in the text. Text can be summarized across sentences, across paragraphs, and across the passage as a whole. When the students first begin the reciprocal teaching procedure, their efforts are generally focused at the sentence and paragraph levels. As they become more proficient, they are able to integrate at the paragraph and passage levels. 9

10. Question generating reinforces the summarizing strategy and carries the learner one more step along in the comprehension activity. When students generate questions, they first identify the kind of information that is significant enough to provide the substance for a question. They then pose this information in question form and self-test to ascertain that they can indeed answer their own question. Question generating is a flexible strategy to the extent that students can be taught and encouraged to generate questions at many levels. For example, some school situations require that students master supporting detail information; others require that the students be able to infer or apply new information from text. 10

11. Clarifying is an activity that is particularly important when working with students who have a history of comprehension difficulty. These students may believe that the purpose of reading is saying the words correctly; they may not be particularly uncomfortable that the words are not making sense. When students are asked to clarify, their attention is called to the fact that there may be many reasons why text is difficult to understand (e.g., new vocabulary, unclear reference words, and unfamiliar and perhaps difficult concepts). They are taught to be alert to the effects of such impediments to comprehension and to take the necessary measures to restore meaning (e.g., reread, ask for help). 11

12. Predicting occurs when students hypothesize what the author will discuss next in the text. In order to do this successfully, students (not teachers) must activate the relevant background knowledge that they already possess regarding the topic. The students have a purpose for reading: to confirm or disprove their hypotheses. Furthermore, the opportunity has been created for the students to link the new knowledge they will encounter in the text with the knowledge they already possess. The predicting strategy also facilitates use of text structure as students learn that headings, subheadings, and questions imbedded in the text are useful means of anticipating what might occur next 12

13.  The text is the evidence…  Teachers cannot and should not be “the Sage on the Stage…”  Teachers must allow students to control a discussion…

14. 14

16.  Developed by Just READ, Florida! to assist teachers in building questions for multiple reads of a single piece of complex text…

17.  They know and understand they are looking for new information from a previously read text… So the task now becomes Developing a set of hierarchical questions that require students to delve deeper and deeper into text

18.  Consider what we have learned from Benjamin Bloom… knowledge – comprehension – application – analysis – evaluation - synthesis

19. ELEMENTARY EXAMPLE

20. SECONDARY EXAMPLE Questions should start in lower levels of thinking such as knowledge or comprehension and then continue so that all questions at #10 are requiring students to evaluate or synthesize information…

22.  Use a piece of complex text (provided) to scaffold questions for a deeper read and to promote reading the text multiple times for multiple purposes  You have 20 minutes…

24.  You can’t provide reading intervention before students begin to read… There are definitely ‘precursors’ to reading (e.g. phonemic awareness, concepts of print, etc.) where teacher should be reteaching and assisting students who are struggling. Therefore, we want to limit intervention in kindergarten to the second semester.

25.  A research-based* program designed to be used with beginning readers experiencing difficulty learning to read. *Fitzgerald, J. (2001). Can minimally trained college student volunteers help young at-risk children to read better? Reading Research Quarterly, 36, 28-46.

27.  Any person cleared for school volunteering… High School Students Parents College Students …Who is willing to make a commitment to work with students a MINIMUM of 3 days a week…

28.  Containing: A program overview (including letters to parents in English, Spanish and Creole)? Parent tips (in English, Spanish and Creole)? Tips for tutors Tutoring Forms  Electronic or printed?

29.  Become a learning partner by instructing students in one-on-one tutorials for 25-30 minutes 3 to 5 times a week…

30.  Establish a positive learning environment  Organize materials  Keep current and accurate records  Communicate effectively with classroom teacher and Reading Coach  Follow the instructional Model  Act as a learning partner committed to the social and academic growth of students

31.  Encourage students to become more active learners and experiment with words  Work with students and expect their best  Praise students when they do well  Spend time alone with students  Expect students to know/understand everything  Criticize

33. The First Meeting  Initial Interview: A “paper-based” interview Low/no-risk meeting  Personal Word Bank: Use words derived from the initial interview  Read a New Book: Teacher/Reading Coach should provide the tutor with material appropriate to student reading level – The Scholastic materials are at an Emergent Reader Level.

34.  Step 1 Re-reading familiar materials 1. Read Class “Chunk” 2. Re-read Yesterday’s Book 3. Record Book Title on Book Log * K- early first grade…

35.  Step 2 Exploring Words (Word Bank) & Sounds (Phonics) 1. Read word cards from story 2. Record known words in Word Bank List 3. Make new word cards 4. Match unknown words to text 5. Select 1 Word Bank Activity

36.  Choose 1 Pick-Up Concept Sort Sound Sort

37.  Step 3 Writing to Read 1. Choose a page from story 2. Read words on page 3. Draw a line for each word * 4. Elongate sounds 5. Student writes sounds heard 6. Acknowledge attempts * Tutors can do this ON THE BACK of the tutoring form so there is a copy

38.  Step 4 Reading New Material 1. Introduce new story 2. Student reads new story with support 3. Student reads new story alone

39. We may need to develop a plan for older students but at this point in time, I believe we need to concentrate on what the literature refers to as “Early Emergent Readers…”

42.  Developmental Studies Center Presentation