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Reciprocal Teaching:
A Close Reading Activity
January 31, 2015
Bonnie Dickinson
Facilitator
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Anticipated Outcome
• Describe Reciprocal Teaching as as a Close Reading activity
• Use the four strategies of Reciprocal Teaching to engage students in close reading
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Close Reading
“The habit of close reading as a means for supporting discussion about the text doesn’t simply develop- it must be purposefully taught, beginning in the first years of school.”
Douglas Fisher
Teaching Students to Read Like Detectives
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Close Reading
“Observing a student talking about a text is [often] akin to watching an untrained driver swerve across three lanes to take the first exit she sees, never to return to the freeway that leads to her destination.”
“No one would allow an untrained driver behind the steering
wheel of a race car, yet we regularly put information in front of children and adolescents with little regard for how they will question, discuss and formulate learned opinions about it.
Douglas Fisher
Teaching Students to Read Like Detectives
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Reciprocal Teaching
Journal Entry #1: What do you know or have you heard about this comprehension activity?
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Reciprocal Teaching
What is it?
"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.
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Reciprocal Teaching
Why use it?
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 particular purpose:
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Strategy #1
• 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.
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Strategy #2
• 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.
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Strategy #3
• 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, and in fact the passage, are not making sense. When the 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).
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Strategy #4
• Predicting occurs when students hypothesize what the author will discuss next in the text. In order to do this successfully, students 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.
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Reciprocal Teaching
• In summary, each of these strategies was selected as a means of aiding students to construct meaning from text as well as a means of monitoring their reading to ensure that they are in fact understanding what they read.
Copyright © North Central Regional Educational Laboratory.
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Reciprocal Teaching
How are the four strategies taught and used in the classroom?
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Taken to the Cleaners Carolyn Scott Kortge
• In June, a few days after her 84th birthday, my mother received a certified letter from the State of Oregon. It wasn’t a birthday greeting, but it is likely to change the way she celebrates every birthday from now on. It almost certainly will change her way of life. My mother lives now, as she has for many years, alone and independently in a house on the edge of a small Willamette Valley town. Every spring she plants a garden. Every Saturday from spring until fall she circles her yard clipping flowers to fill two bouquets for her church. She moved to this corner in 1952, two years after my father died.
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Summarizing
Writer’s mother who lives a quiet life alone, received a letter that will probably change her life.
• Are these the most important ideas in this paragraph? How do you know?
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Taken to the Cleaners (con.)
• My mother was 38 when my father slipped from a construction scaffold in an accidental fall. I was 7, my brother 5. After his discharge from wartime service in the shipyards of Bremerton, Wash., my father had barely established himself as an electrician. He left $2,100 in death benefits. My mother updated her teaching credentials and found work in a rural school. Then, with $1,500 in hand, she went to a local bank. She wanted a loan to construct a small commercial building on the downtown lot where we then lived. The building, she said, would be her security. It would offer what my father now couldn’t-a source of support in her old age.
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Question Generating
• What questions do you have about this paragraph?
(Why didn’t the writer say her father died in the first sentence?
Why does her mother want to build a building and not invest in stocks or bonds?)
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Taken to the Cleaners (con.)
• In l952, the building opened its doors. On one side of its 40-foot storefront, The Little Charm Shop displayed children’s clothing. Nuway Cleaners filled the other side. The two stores served Main Street shoppers for 25 years until the operators of the cleaners retired. A flower shop moved into the space. By that time, the hardships imposed by the building were over. The days of pinching pennies and relying on grocery-store credit to make payments had ended. After more than 20 years of teaching seventh graders in town schools, my mother was looking forward to retirement. The future looked as rosy to her as the flowers in her tenant’s cooler.
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Clarifying Questions
• What is unclear or confusing about this paragraph?
(Why go into detail about the renters in the building?
What is meant by the ‘hardships are over’ ? ‘pinching pennies’? Grocery-store credit?)
• What do you predict will happen next in this article?
(I predict something bad will happen. Everything seems too good to be true. No payments any more…retiring…title of article…)
• What evidence will you need to prove your prediction/s is/are correct?
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Taken to the Cleaners (con.)
• All that has changed. The building that once represented security produced a menace with the potential to bankrupt her. The discovery of contamination in city-park well water triggered groundwater tests in the area. Waste products once discarded by dry cleaners were identified as a likely source of contamination. Although a dry cleaner hasn’t operated for 20 years on my mother’s property, chemicals remain in the soil. Mother knew nothing of this hazard until a letter came from the Oregon Department of Environmental Quality. It said she should decide if she would oversee further testing and cleanup herself or if she would let the state handle it. In either case, my mother would pay the costs.
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Evidence?
• Prediction proved by evidence?
Well-water-groundwater tests—mother not know of contamination hazard…
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Using Four Strategies
• Role #1 Summarizers
• Role #2 Questioners
• Role #3 Clarifiers
• Role #4 Predictors
• Wordsmith
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Wordsmith
• Palinscar did not identify a vocabulary role as that function may be absorbed by the questioning strategy. However, the word choices in a text may be substantial blocks to comprehension. One student per group may be identified as the ‘Wordsmith’ who is to unpack/define key words in the text.
• Identify 3-5 words per group of paragraphs.
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What Jamie Saw Carolyn Coman
When Jamie saw him throw the baby, saw Van throw
the little baby, saw Van throw his little sister Nin, when
Jamie saw Van throw his baby sister Nin, then they
moved. That very night-or was it early morning?-some
time of day or night that felt like it had no hour at all, Jamie
and his mother and Nin left the house where they’d been
living with Van-Van’s house-and they drove to Earl’s
apartment above Daggert’s Sand ‘n Gravel in Stark, New
Hampshire, and from there they went on to the trailer.
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What Jamie Saw (con.)
Up until the second he saw Van throw the baby,
Jamie had been sleeping, in the bedroom he shared
with his half sister, Nin. The sound of her crying and
crying-she was such a crybaby-had gone inside
Jamie’s dream. In his dream the crying was some sort
of siren or alarm. Was it a fire drill at school? Jamie in
his third-grade classroom with Mrs. Derochers, and he
was running around, even though he knew better, knew
that he was supposed to walk, not run, and he was
trying to figure out what to do.
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Of Mice and Men John Steinbeck
A few miles south of Soledad, the Salinas River drops in
close to the hillside bank and runs deep and green. The water is
warm too, for it has slipped twinkling over the yellow sands in the
sunlight before reaching the narrow pool. On one side of the river
the golden foothill slopes curve up to the strong and rocky Gabilan
Mountains, but on the valley side the water is lined with trees-
willows fresh and green with every spring, carrying in their lower
leaf junctures the debris of the winter's flooding; and sycamores
with mottled, white, recumbent limbs and branches that arch over
the pool.
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Of Mice and Men (con.)
John Steinbeck
On the sandy bank under the trees the leaves lie deep and so
crisp that a lizard makes a great skittering if he runs among them.
Rabbits come out of the brush to sit on the sand in the evening,
and the damp flats are covered with the night tracks of 'coons, and
with the spread pads of dogs from the ranches, and with the split
wedge tracks of deer that come to drink in the dark. There is a path
through the willows and among the sycamores, a path beaten hard
by boys coming down from the ranches to swim in the deep pool,
and beaten hard by tramps who come wearily down from the
highway in the evening to jungle-up near water.
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The Hobbit J.R.R.. Tolkien
In a hole in the ground there lived a hobbit. Not a nasty, dirty, wet hole, filled with the ends of worms and an oozy smell, not yet a dry, bare, sandy hole with nothing in it to sit down on or to ear: it was a hobbit-hole, and that means comfort.
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The Hobbit
It had a perfectly round door like a porthole, painted green with a shiny yellow brass knob in the exact middle. The door opened on to a tube-shaped hall like a tunnel: a very comfortable tunnel without smoke, with paneled walls, and floors tiled and carpeted, provided with polished chairs, and lots and lots of pegs for hats and coats-the hobbit was fond of visitors.
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The Hobbit
The tunnel wound on and on, going fairly but not quite straight into the side of the hill---The Hill, as all the people for many miles round called it—and many little round doors opened out of it, first on one side and then on another. No going upstairs for the hobbit: bedrooms, bathrooms, cellars, pantries (lots of these), wardrobes(he had whole rooms devoted to clothes), kitchens, dining rooms, all were on the same floor, and indeed on the same passage.
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Consensus Readability
• Free Readability website:
http://www.readabilityformulas.com/free-
readability-formula-tests.php
• Of Mice and Men-Steinbeck p. 1-Grade 14 (average
from 8 readability formulas) -630L (2-3rd grade)
• What Jamie Saw-Coman p.1-Grade 7 (multiple
formulas)-1010L (5-8th grade)
• The Hobbit- Tolkien p.1–Grade 12 (multiple
formulas) -1000L(5-7th grade)
