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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:
•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 reading (using metacognitive strategies).
• Students read and understand but are not able to retell
a story or key events.
• How can you captivate student interest and reveal
connections?
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 Disctrict
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
• Found that starting this strategy in 3rd grade was best
• Envisioned starting R.T. in 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
Activity
With your table group, jigsaw the article
on the four strategies. You will present
your strategy to your table group.
Action Research Plan
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Focus Statement
Action Research Plan
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Purpose of the Study
Action Research Plan
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Study Participants
Action Research Plan
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Study Variables
Action Research Plan
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Research Questions
Innovation/Intervention
Action Research Plan
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Innovation/Intervention
Action Research Plan
•Share photos, anecdotal
notes, video clips, student
work samples
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Implementation in the
Classroom
Innovation/Intervention
Action Research Plan
•Share photos, anecdotal
notes, video clips, student
work samples
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Implementation in the
Classroom
Innovation/Intervention
Action Research Plan
•Share photos, anecdotal
notes, video clips, student
work samples
Make Knowledge Public
Analyze/Interpret Data
Collect Data
Implementation in the
Classroom
Data Collected
Innovation/Intervention
Action Research Plan
Make Knowledge Public
Analyze/Interpret Data
Data Collected
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Make Knowledge Public
Findings
Analyze/Interpret Data
Collect Data
Innovation/Intervention
Action Research Plan
Make Knowledge Public
Recommendations
Where do I start?
Model each strategy whole group.
Primary Example
Upper Grades Example
The FAN-tastic Four
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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.
What’s next?
Introduce graphic organizers in Guided Reading Groups.
• 4 Door Charts
• Flip Chart
• Thinking Sheets
• Table Tents
• Job Spinners
4 Door Chart
Flip Chart
Thinking Sheets
Table Tents
Job Spinners
Upper Grades Example:
Workshop Norms
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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 to?! YES!
Level RB, Non-Fiction
Other Examples….
Video Samples….
Journals…..
Cross-Age Tutoring
• Pair students with older peers (Reading Buddies)
• Students use Reciprocal Teaching strategies and discuss the same book
or different book.
Other curriculum content
areas:
• Journaling
• Math!
• Technology
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
Activity:
Develop Reciprocal Teaching Lesson Plans
Pre-read the selection(s) you brought.
For each selection, jot down:
- Background knowledge activating activity
- Model prediction
- Model words to clarify
- Model questions
- Main ideas for a summary
References
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.
Conclusion of Presentation
•Thank you for your participation
Contact Information:
Name: Rebekah Pace
School/District: Hillandale Elementary /
Henderson County Public Schools
Phone: 828-697-4782
Email: rpace@henderson.k12.nc.us
Website:http://gtnpd110.ncdpi.wikispaces.net/Ab
out+the+Project