Workshop Norms
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Limit sidebar conversations.
Hold questions until the end.
Participate.
Share!
Reciprocal Teaching K-5
Rebekah Pace
Governor’s Teacher Network 2014-2015
Hillandale Elementary School
Henderson County Public Schools
Using Action Research
To Empower North Carolina Educators
A Race to the Top Initiative
NC Department of Public Instruction
Educator Effectiveness Division
What is Action Research?
Systematic inquiry conducted by teachers and
other educators to find solutions for critical,
challenging, relevant issues in their classrooms and
schools.
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher,
2014
What is Action Research?
Main Goals Include:
•Positively impact student outcomes
•Identify and promote effective instructional
practices
•Create opportunities for teachers to become
reflective practitioners
•Share research results with other educators
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher,
2014
What is Action Research?
A systematic research process to:
1.Identify an area of focus (critical, challenging
issue)
2.Develop an action research plan
3.Implement action research plan in
classroom/school
4.Collect, analyze, and interpret data
5.Share findings to inform practice
Mills, Geoffrey E, Action Research: A Guide for the Teacher Researcher,
2014
Problems of Practice Task
GOSOAPBOX
Access Code: 185-252-370
Brainstorm a list of strategies to help solve
these common problems in your
reading classroom:
Children are reading but not paying attention to details or
taking the time to explain their answers.
Students read the words but don’t think about what they
are reading (using metacognitive strategies).
Students read and understand but are not able to retell a
story or key events.
What is Reciprocal Teaching?
Reciprocal teaching refers to an
instructional activity in which students
become the teacher in small group
reading sessions. Teachers model,
then help students learn to guide group
discussions using four strategies:
summarizing, question generating,
clarifying, and predicting.
Why use Reciprocal Teaching?
It encourages students to think about their own thought process
during reading.
It helps students learn to be actively involved and monitor their
comprehension as they read.
It teaches students to ask questions during reading and helps make
the text more comprehensible.
Based on the gradual release of responsibility model.
What does the research say?
Highland Park School District
Carter, C. J. (1997). Why Reciprocal Teaching?. Educational Leadership, 54(6), 64-68.
Minority families/Low socioeconomic status
At-risk learners
Worked on improving test scores
Hashey & Connors
Hashey, J. M., & Connors, D. J. (2003). Learn from Our Journey: Reciprocal Teaching Action Research. Reading
Teacher, 57(3), 224-32
Introduced all 4 characters in Grades 3-8
Goals : deeper comprehension and reading independence
Taught each strategy in depth
Starting this strategy in 3rd grade was best
Envisioned starting R.T. in an early literacy program
Kahre, S., McWethy, C., Robertson, J., & Waters, S. (1999, May 1). Improving
Reading Comprehension through the Use of Reciprocal Teaching.
Targeted K, 4th, 5th, 7th in an urban setting
Implemented cooperative grouping, integration of the four
components, progress monitoring
Positive effect on comprehension & more on-task behavior
Utilized cross-age mentoring
Table Jigsaw Activity
GetKaHoot
Where do I start?
Model each strategy whole group.
Primary Example
Upper Grades Example
What can I take away from
these examples?
GoSoapBox
The FAN-tastic Four
Quincy the Quizzical Questioner
Clara the Clever Clarifier
Paula the Powerful Predictor
Sammy the Super Summarizer
Quincy the Quizzical Questioner
• Asks who, what, when,
where, how, and what if?
• Before, during, and after
reading.
• Use a microphone; game
show host.
Clara the Clever Clarifier
• “I don’t get it” or “I don’t
understand…”
• Writes down vocabulary or
phrases they are unsure of
• Answers may or may not be in
the text
• Wears glasses or binoculars,
carries a notepad
• She’s friends with Quincy too!
Paula the Powerful Predictor
• What is the story about?
• What will happen next?
• What happens after the story is
over?
• Predictions are based on what
has happened so far and
what is believable.
• Friends with Quincy and Clara!
• Looks into her crystal ball to see
the future.
Sammy the Super Summarizer
• States the main idea in one
simple sentence.
• Can summarize parts of the
story, what has happened so
far, and the whole story.
• Lassos (rounds up) the main
idea.
Focus Statement
My students’ use of higher-order thinking skills is weak during the
guided reading/literacy block. Improved use of higher order
thinking skills would deepen comprehension and conduct
meaningful conversations across the texts.
Research Questions:
How can I use the Reciprocal Teaching strategy, during literacy to
promote higher order thinking skills to deepen students’
comprehension and help them conduct meaningful conversations with
one another across the texts?
What are the effects of implementing the Reciprocal Teaching
Strategy in my classroom and promoting the gradual release of
responsibility to students during their Literacy Block?
How will “Cross-Age Tutoring” play a role in students developing
higher order thinking skills with the text and with one another?
Study Participants
21 First Grade Students
12 Boys, 9 Girls
7 ESL students
Rural, Title I School (East Flat Rock, NC)
Variables
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School Attendance
Reading Deficiencies
Reading 3D
Reciprocal Teaching
Effectiveness
Cross-Age Tutoring
Student Grouping
Intervention and
Implementation
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Introduction/Scaffolding
Graphic Organizers
Proleptic Teaching
Morning Journals
Guided Reading
SMILES
Cross-Age Tutoring
4 Door Chart
Flip Chart
Thinking Sheets
Table Tents
Job Spinners
Upper Grades Example:
Video Samples:
Workshop Norms
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Limit sidebar conversations.
Hold questions until the end.
Participate.
Share!
TRC F - Fiction Text
Workshop Norms
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Limit sidebar conversations.
Hold questions until the end.
Participate.
Share!
TRC D/E Students, Fiction Text
Can our below grade level
students do this too?! YES!
Level RB, Non-Fiction
Cross-Age Tutoring
• Pair students with older peers (Reading Buddies)
• Students use Reciprocal Teaching strategies and discuss the same book
or different book.
Data Collected
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Journals
Reading 3D BOY, MOY, and Progress Monitoring
Observation
Graphic Organizers
Reading Recovery Program Data
Findings
• Up to five levels of growth on reading progress.
• Increased rigorous discussions and higher order thinking skills
observed.
• Reciprocal Teaching discussions held, with minimal support, on
fresh reads.
• Decreased numbers of students needing second-round Reading
Recovery support.
• Improved writing across the curriculum.
• Improved Dibels Composite score.
K
J
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F
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B
RB
chair
Student
Growth
Recommendations and
Plans for the Future
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More research is needed, consider impact over a whole school year.
Start Reciprocal Teaching strategies in Kindergarten, and continue
through school career.
Expansion of Reciprocal Teaching Strategies into other areas of the
curriculum.
Implementation of Cross-Age tutoring school-wide.
Frequent Progress Monitoring for all students to allow for flexible
grouping for group discussions.
One final thought….
My students take the EOG, how can
they apply this?
It’s like driving a car!
Questions?
Resources:
Leap Into Reading
Reading Rockets
Reciprocal Teaching Resources
Reciprocal Teaching: Where to
Start Tomorrow?
Padlet Follow-Up Activity
References
Carter, C. J. (1997). Why Reciprocal Teaching?. Educational Leadership, 54(6), 64-68.
Hashey, J. M., & Connors, D. J. (2003). Learn from Our Journey: Reciprocal Teaching
Action Research. Reading Teacher, 57(3), 224-32.
Kahre, S., McWethy, C., Robertson, J., & Waters, S. (1999, May 1). Improving Reading
Comprehension through the Use of Reciprocal Teaching.
Oczuks, L. (2003). Reciprocal teaching at work: Strategies for improving reading
comprehension. Newark, DE: International Reading Association.
Palincsar, A. S. & Brown, A. (1984). Reciprocal Teaching of Comprehension-Fostering and
Comprehension Monitoring Activities. Cognition and Instruction, 1(2), pp. 117-175.
Stricklin, K. (2011). Hands-On Reciprocal Teaching: A Comprehension Technique. Reading
Teacher, 64(8), 620-625.
Todd, R. B., & Tracey, D. H. (2006, April 1). Reciprocal Teaching and Comprehension: A
Single Subject Research Study. Online Submission.
Contact Information:
Rebekah Pace
Hillandale Elementary
Henderson County Public Schools
828.697.4782
mrpace@hcpsnc.org
Wiki:http://gtnpd110.ncdpi.wikispaces.net/About
+the+Project