1. By: Ben Robinson

2.  To improve student’s reading comprehension using four comprehension strategies: predicting, questioning, clarifying, and summarizing;  To scaffold the four strategies by modeling, guiding, and applying the strategies while reading;  To guide students to become metacognitive and reflective in their strategy use;  To help students monitor their reading comprehension using the four strategies;

3.  To use the social nature of learning to improve and scaffold reading comprehension;  To strengthen instruction in a variety of classroom settings – whole- class sessions, guided reading groups, and literature circles; and  To be part of the broader framework of comprehension strategies that comprises previewing, self-questioning, making connections; visualizing, knowing how words work, monitoring, summarizing, and evaluating. (McLaughlin & Allen, 2002; Pearson, Roehler, Dole, & Duffy, 1992)

4.  “Lubliner (2001) points out that reciprocal teaching is an effective teaching technique that can improve on the kind of reading comprehension that is necessary not only for improved test scores but also for an information age. A growing need exists for students to learn sophisticated reading skills that they can employ in the workforce and in a world that is bursting with print materials and data. Students should be prepared to comprehend and evaluate a wide variety of complicated texts from books to electronic sources, and reciprocal teaching strategies can help them achieve that goal.” ~ excerpt from Lori D. Ockus (2003) Discuss with someone next to you how this quote relates to 21 st Century Literacy.

5. StrategyActivity PredictPredictor predicts with evidence: My prediction is… My evidence is… Other students agree or disagree and Give evidence. Read Students read the section silently or in unison. QuestionQuestioner poses questions for the group to discuss: My on-the-surface question is… My under-the-surface question is… Other students answer questions. ClarifyClarifier asks for or gives clarification: I need to have __________ clarified. Do you need anything clarified? Talk about parts that were confusing and discuss unknown words. SummarizeSummarizer summarizes: Here’s what I think is the most important My summary is… Other students add to summary. The objective is: To have students work in collaborative small groups using the following processes:

6. What are we developing by using the 4 strategies? Popcorn.

7. Requires readers to infer by using prior knowledge combined with the information given in the text. Keeps readers actively involved in the story. As readers predict they also constantly evaluate Develop hypotheses then either reject or confirm hypotheses

9. Finding word meaning in context. Distinguishing between fact and opinion Interpret figurative language Enhancing vocabulary Improve general knowledge and understanding

10. Develop and understanding of 3 leveled questioning A sense of understanding must be present before children can form questions. Recalling facts and details Drawing conclusions and making inferences Identifying the authors purpose Understanding sequence

11. Finding the main idea Retell Evaluating predictions Consolidating new understandings and vocabulary Recalling facts and details

13.  Tools – Reciprocal Reading Guide Card, Dictionary, Atlas, Vocabulary Recording Sheet, Instructional Text.  Training - With the teacher as part of the group modeling each stage. 3 or 4 sessions of modeling before the group can be independent.  Monitoring – Use PMI for group feedback, Check vocabulary sheets are being added to. Every now and then, join in.  Rotating – Don’t have your groups reciprocal reading every day. Once or twice a week is enough for each group  Planning – In your planning set some group goals. E.g. By the end of this lesson you will have understanding of new vocabulary to do with dance.  Location - In class during guided reading, outside, reading areas, library.

14.  brobinson@qf.org.qa brobinson@qf.org.qa