A Puppet’s Perspective

One Spin on Reciprocal Teaching in the K-5 Classroom

Research• It “is an instructional procedure originally designed to

enhance students’ reading comprehension” (Palincsar, 1984).

• An instructional activity that includes dialogue between students and teachers about segments of text… (Palinscar, 1984).

• The dialogue is structured around four strategies: predicting, questioning, clarifying, and summarizing. Students and teachers take turns assuming the role of teacher using these strategies (Palinscar, 1984).

• Students participate in thinking dialogues with other students and a dialogue leader. (Vygotsky, 1978).

Research

• Gradual release of responsibility (Duke and Pearson, 2002).

• More effective than teaching components separately (Duke and Pearson, 2002).

Research• Increase in reading comprehension

across a range of elementary to high school students (Kelly, Moore, & Tuck, 1994).

Research

•Kindergarten students need the critical skills of comprehension (Myers, 2005).

•These strategies can be taught to Kindergarten nonreaders through the use of read-alouds. (Myers, 2005).

Research• The same strategies used with

Kindergarten nonreaders in reciprocal teaching can be used with secondary students in a problem-solving activity(Alfassi, 2004).

• This type of interaction found through reciprocal teaching at the secondary level allows novice students to learn from more capable peers and to expose all learners to differing points of view. (Alfassi, 2004).

The Magic Fish Retell

QuickTime™ and aMotion JPEG OpenDML decompressor

are needed to see this picture.

Components

• Predicting• Questioning• Clarifying• Summarizing

(Palinscar, 1984; Myers, 2005)

Petey PredictorMy name is Petey Predictor. My job is to predict what I think will happen in the story. I always explain why I think it will happen. I like to find out if my prediction was right, even though sometimes it is wrong. That’s okay though, because a good prediction is my best guess based on what I already know.

Myers, 2005

“Petey” Predictor

• Talking Drawings: -Utilize prior knowledge in the improvement of recall and comprehension-Students draw pictures of their mental images of a topic, character, or event before and after reading a selection-Students discuss and analyze drawings with a partner as the second drawing depicts the newly learned knowledge

McConnell, 1992; Wood & Taylor, 2006

“Petey” Predictor

• Story Predict-o-Gram:-Students utilize prior knowledge and understanding of key concepts in order to predict the content of a story -Students are given key words or concepts from the story before reading the selection-Students place these words/concepts on a chart underneath one of the major story elements: setting, character, problem, solution, ending-During and after reading students may move the words/concepts accordingly to fit the story

(Beers, 2003)

The Magic FishPredict-o-Gram

-left with hut

-wishes forthings

-not happy-wants toomuch

-fisherman-wife-magic fish

-sea-hut-castle

EndingSolutionProblemCharacte

rsSetting

“Petey” Predictor

• Imagine, Elaborate, Predict, and Confirm (IEPC):-Students use visual imagery to enrich their understanding of information that is viewed, listened to, or read-Used to help students increase understanding and recall by using visual imagery to predict events in a selection-Teacher models how to imagine a scene, how to add details, and how to use student thinking to predict a possible story line-After reading, students confirm or disprove their original predictions

(Wood & Endres, 2004/2005; Wood & Taylor, 2006)

The Magic FishIEPC

The fish grants wishes for the fisherman.

The fish will try to escape the fisherman.

The fish changes colors and can disappear as it swims through the water.

The fish is colorful and magical.

The fisherman talks to the fish for his wife’s wishes.

The fisherman will catch the fish and take it home.

The fisherman casts the rod into the water.

The fishermanhas a large fishing rod.

ConfirmPredictElaborateImagine

“Quincy” Questioner

My name is Quincy Questioner. My job is to ask questions. I ask questions to make sure that you are paying attention to what happened in the story. The answers to my questions can always be found in the book, so I am sure to tell the page number where it can be found.

(Myers, 2005)

“Quincy” Questioner

• QAR (Raphael & Au, 2005)

– In the Book: Right There/Think and Search– In my Head: Author and Me/On my Own

• Thick/Thin Questions (Singer & Donlan, 1989)

• Learning-From-Text Guide (Singer and Donolan, 1989)

3 Levels: Literal/Inferential/Generalization/Evaluation

• Spinners/Cubes/Beach Balls/Fortune Tellers– Use these to practice a variety of questions whole

class or within RT groups– AR

QAR

The Magic FishIn the Book In My Head

Right There:

What did the fisherman pull

on his line?

A big fish

Think and Search:

Why does the wife call the

farmer a “silly man”?

He didn’t ask the magic fish

for a wish.

Author and Me:

What does the author want us to know about the farmer’s

wife?

She is greedy.

On My Own:

What wish would you ask for from the magic fish?

A new car, to hit the lottery, no more EOGs,

etc.

Thick (Clara) or Thin (Quincy) Questions

• What does the fisherman do with the fish when he first meets him?

• THIN• What kind of house do they live in?• THIN • How would you react if you were the fish?• THICK• If you were a fisherman would you have let the

magic fish go? • THICK(Hashey & Connors, 2003)

Learning-From-Text GuideSimilar to QAR but uses Literal (Right There), Inferential (Think and

Search), and Generalization/Evaluative (On My Own/Author and Me) categories

(Singer & Donolan, 1989)

• Literal Level (Answers found in book)What did the farmer’s wife want first from the magic fish? (pg 11) A new house

• Inferential (Think about what you read and search for the answer).Why did the farmer’s wife’s happiness only last a week? She was greedy

• Generalization/Evaluative (These are answered on your own by thinking and applying what you know)What would you predict would be the farmer’s wish for himself? A new wife, a bigger boat, a better fishing rod, etc.

“Clara” ClarifierMy name is Clara Clarifier. My job is to ask questions, but not easy ones. I ask questions that make you think. The answers may or may not be in the story, so there is not always a page number from the book. Many times the answers come from something I learned in another book, or something that I’ve experienced in my life.

(Myers, 2005)

“Clara” Clarifier

• Extremely important for students with comprehension difficulties.

• Using metacognition to understand when something doesn’t make sense. (Beers, 2003)

• Bookmarks/Posters– Fix-Up Strategies, Clarifying Ideas, Clarifying

Words. http://forpd.ucf.edu/strategies/stratreciprocalteaching2.html, http://aschilb.emsd37.org/reading/ReadingSTRc.htm, http://www.readinglady.com/mosaic/tools/Fix-Up%20Strategies%20bookmarks%20by%20Cherie.pdf, http://www.cobb.k12.ga.us/~ar/documents/clarifying%20bookmarks.doc

– Handy Tips for younger students http://hill.troy.k12.mi.us/staff/bnewingham/myweb3/

“Clara” Clarifier

It Says-I Say• Visual Scaffold • Helps students make inferences by

organizing and connecting their thoughts to prior knowledge.

• Great for struggling readers!(Beers, 2003)

It Says-I Say(Beers, 2003)

4. Combine what the text says with what you know to come up with the answer.

3. Think about what you know about that information.

2. Find information from the text that will help you answer the question.

1. Read the question.

And SoI SayIt Says“Quote Text”

Question

Fish story example

I think the fish was right to take back the wishes!

•The wife was being greedy and should have been thankful for what she had.

•They lived there still this day.•They were happy before he met the fish

1. Was the fish right to take back all of the wishes?

And So…I SayIt SaysQuestion

“Summer” SummarizerMy name is Summer Summarizer. My job is to summarize what has happened so far in the story. I don’t tell every single detail, or that would be retelling the story instead of summarizing. I tell the most important things that happened. Sometimes my job is hard because it is difficult to decide what is important and what is just an extra detail.

(Myers, 2005)

“Summer” Summarizer

• Gist (Cunningham, 1982; Wood & Taylor, 2006)

• SWBS (Beers, 2003)

• Book Acting (McGee, 2003)

Gist (Cunningham, 1982; Wood & Taylor, 2006)

• Step One– Teacher selects paragraph for modeling

• Step Two– Reveal first sentence (or part)– Identify most important or key concepts– Who, what, when, where, why, how– In 20 words or less, write brief summary of

first sentence (or part)– Teacher writes summary statement on

overhead or chalkboard

Gist (continued)• Step Three

– Reveal second sentence (or part)– Erase first summary statement– Create a summary of both sentences (or

parts) in 20 words or less• Step Four

– Repeat until entire paragraph (section) is summarized in 20 words or less

• Step Five– Guided Practice with new paragraphCunningham, 1982, Wood & Taylor, 2006

Gist Example: The Magic Fish

• Once upon a time there was a poor fisherman. He lived with his wife in an old hut by the sea.– “A poor fisherman

and his wife lived in a hut by the sea.” (13 words)

Gist (continued)

• Everyday he went fishing. One day the fisherman felt something on the end of his line. He pulled and he pulled. And up came a big fish.– Combined Summary:

• “A poor fisherman and his wife lived in a hut by the sea. One day he caught a fish.” (19 words)

Somebody Wanted But So(Beers, 2003)

So the fish took all of her wishes away.

But she was too greedy

Wanted to be rich and powerful

The fisherman’s wife

He asked the magic fish for more wishes.

But she only stayed happy for a little while

Wanted to make his wife happy

The fisherman

SoButWanted Somebody

Book Acting (McGee, 2003)

• Young students• Retelling• Improves literacy and language

development– Improves

• Comprehension• Vocabulary• Grammar• Social skills

Book Acting Continued

• Step One: Preparation– Choose book (repetitive, familiar)– Gather props

• Step Two: Multiple Read Alouds• Step Three: Model and Guide• Step Four: Observe

– Story sequence– Book language in retellMcGee, 2003

Second Grade Example

QuickTime™ and aMotion JPEG OpenDML decompressor

are needed to see this picture.

Kindergarten Examples

QuickTime™ and aMotion JPEG OpenDML decompressor

are needed to see this picture.

Kindergarten Examples

QuickTime™ and aMotion JPEG OpenDML decompressor

are needed to see this picture.

Sources• Alfassi, M. (2004). Reading to learn: effects of combined

strategy instruction on high school students. The Journal of Educational Research,97, 171 – 184.

• Beers, K. (2003). When kid’s can’t read: What teachers can do. Portsmouth, NH: Heinemann.

• Cunningham, J. (1982). Generating interactions between schemata and text. In J. Niles & L. Harris (Eds.), New inquiries in reading research and instruction, thirty-first yearbook of the National Reading Conference (pp. 42-47). Washington, DC: National Reading Conference.

• Duke, N. and Pearson, P.D. (2002). Effective practices for developing reading comprehension. In Farstrup, A. & Samuels, J. (Eds.), What research has to say about reading instruction 205 – 242). Newark, DE: International Reading Association.

• Hacker, D. and Tenent, A. (2002). Implementing reciprocal teaching in the classroom: Overcoming obstacles and making modifications. Journal of Educational Psychology, 94, 699 – 718.

Sources Cont’d• Hasey, J. & Connors, D. (2003). Learning from our

journey: reciprocal teaching action research. The Reading Teacher, 57, 224 – 232.

• Kelly, M., Moore, D., & Tuck, B. (1994). Reciprocal teaching in a regular primary school classroom. The Journal of Educational Research,88, 53-61.

• Littledale, Freya (1966). The Magic Fish. New York: Scholastic.

• McConnell, S. (1992/3). Talking drawings: A strategy for assisting learners. Journal of Reading, 36(4), 260-269.

• McGee, L. (2003). Book acting: storytelling and drama in the early childhood classroom. In Barone, D. & Morrow, L. (Eds.) Research-based practices in early literacy (157-172). New York: Guildford Publications.

Sources• Myers, P. (2005). The princess storyteller, Clara clarifier, Quincy

questioner, and the Wizard: Reciprocal teaching adapted for kindergarten students. The Reading Teacher, 59, 314-324.

• Palinscar, A. and Herrenkohl, L. ( 2002). Designing collaborative learning contexts. Theory Into Practice,41, 26 – 32.

• Raphael, T.E. & Au, K.H. (2005). QAR: Enhancing comprehension & test taking across grades & content areas. The Reading Teacher, 59, 206-221.

• Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.

• Wood, K.D. & Endres, C. (2004/5). Motivating student interest with the Imagine, Elaborate, Predict and Confirm (IEPC) strategy. The Reading Teacher, 58(4), 346-357.

• Wood, K.D. & Taylor, D.B. (2006). Literacy strategies across the subject areas. 2nd Edition. New York: Pearson.

• Wood, K., Lapp, D., Flood, J. and Taylor, D. (2008) Guiding readers through text: strategies for new times (2nd ed.) Newark, DE:  International Reading Association.

Website Resources

• http://forpd.ucf.edu/strategies/stratreciprocalteaching2.html

• http://aschilb.emsd37.org/reading/ReadingSTRc.htm• http://www.readinglady.com/mosaic/tools/Fix-Up%20

Strategies%20bookmarks%20by%20Cherie.pdf• http://www.cobb.k12.ga.us/~ar/documents/clarifying%

20bookmarks.doc

Questions

Evaluation