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With Lori Oczkus www.lorioczkus.com
Ideas shared from Reciprocal Teaching at Work: 3rd Edition foreword John Hattie (Oczkus,2018) ASCD/ILA http://www.ascd.org/Publications/Books/Overview/Reciprocal-Teaching-at-Work.aspx Reciprocal Teaching at Work Video ASCD http://www.ascd.org/professional-development/videos/reciprocal-teaching-at-work-video.aspx Close Reading with Paired Texts K-8 Series (Oczkus; Rasinski, 2015) Shell/TCM https://www.teachercreatedmaterials.com/shell-education/series/close-reading-with-paired-texts-211/
What is reciprocal teaching? Reciprocal teaching or “The Fab Four” is a scaffolded discussion technique that incorporates four strategies- predict, question, clarify, summarize. (Oczkus, 2018)
☐ Materials-novels, informational texts, articles, poetry, picture books, leveled books, basals ☐ Frequency 2-3 times/week for results
What does research say about reciprocal teaching? Growth with reciprocal teaching ___ in 15 days _____ in 3 months ______in one year Palincsar and Brown, 1984- middle school results in 15 days! Hattie, 2008 .74 one year #9 of 138 practices that yield results Rosenshine & Meister, 1994 16 studies .74 in one year
Lori’s Top Five 1. 2. 3. 4. 5.
Predict Question
Clarify Summarize
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Getting Started- Jump in! Fab Four
Scaffolding
Introduce/model using -Metaphors, Props, Characters, -Hand signals/Gestures -Foldables/Charts- Four Door, Class Created Charts -Strategy Starters Predict I think this is about…. because I think I will learn…..because… Question Quiz Wonder Thinking Questions Clarify I didn’t get ________ so I ____________. Summarize This is about…… First, next, then, finally. Favorite Part Summary
First Lessons Poetry, high interest articles (Scholastic News, Time for Kids, Newsela etc, picture books.) Alternate thinking aloud, students try in pairs/bookmark
Mentor Texts Introducing RT Beauty and the Beak by Deborah Lee Rose and Jane Veltkamp Naked Mole Rat Gets Dressed by Mo Willems Incredible Inventions by Lee Bennett Hopkins Predict Dog Breath by Pilkey Question Winter’s Tail Hatkoff etc all Clarify- Owl Moon Jane Yolen Summarize Listen to the Wind Mortenson See Reciprocal Teaching at Work for k-12 mentor texts!
Fab Four Read Aloud
(Oczkus, 2018; page 84)
Procedure: Teacher pauses to model throughout èpartners talkè class discusses Materials: any text, Optional: a Fab Four dial (Oczkus, 2018) 1. Teacher Modeling-The teacher pauses throughout a read aloud to model each of the strategies. 2. Student Participation- After the teacher models how to apply each strategy students practice immediately in pairs to use the same strategy. Predict: Use the title, cover to make logical predictions. Question: Partners take turns asking each other questions about the text. Clarify: Find tricky words to clarify in each section of text. Summarize: Summarize the text using gestures for key vocabulary.
Predict Question
Clarify Summarize
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Close Reading With Reciprocal Teaching (Oczkus & Rasinski, 2015)
•Find a poem, short info text, or a portion of text that is worthy of being reread for different purposes. Allow students to choose which portion of a text to reread closely.
Steps to FAB FOUR Close Reading Lessons 1. Skim text discuss predictions. 2. Students read silently with a pencil to mark tricky/interesting words. ( Poetry chant together) 3.Teacher reads aloud. 4. Students reread in pair/teams and discuss tricky/interesting words or parts. 5. Students reread to answer/ask text dependent questions in teams or pairs. 6. Summarize in pairs or teams.
Guidelines/Foundations For Successful Reciprocal Teaching Lessons
(Oczkus,2018)
•Use with any text, any grade level! •Cover all FOUR strategies –predict, question, clarify, summarize in one lesson. •Chunk the reading material. •Conduct think alouds. •Incorporate cooperative learning. •Provide scaffolds. •Promote metacognition for independence.
Poetry With Fab Four
(Oczkus, Rasinski, 2015)
Predict- skim, scan art Read through a few times for enjoyment! Clarify – vocabulary, phrases, visualize Question- role play, ask the author Summarize- limited word summary Fluency Ideas- Rereading, performance, art, Lucky Listeners!
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RT Whole Class Lessons (Oczkus,2019) Materials Lesson Support /Scaffold
Independence Move to independence
Hand Motions
Which one do I need?
Teacher models. Partners try. Ask students, Which strategy do I need now?
-hand motions -4 students -poster /prompts
Whole Class Text
Table Runners Charts
Teacher models-students write-partners share-tables share. One child brings the group response up to a chart
-Move to students working in teams - Four Door
Any materials whole class is reading
Fast Fab Four With Whole Class Strategy
-As students read independently or in teams, teacher rotates to conduct a fast fab four for just 1-2 pages
-Dial for fast fab four -bookmarks -poster of prompts
Fab Four Menu
Predict Grab Word/Skim/Scan Roll your Prediction Story Map Prediction
Question Quiz/Wonders/Thinking Flip It Pop the Question
Clarify Pause / Clarify It! One Word/One Idea Clarify It: Picture It!
Summarize Draw or Drama Hand Motion Limited Word Challenge
RT Guided Reading Lessons (Oczkus,2018)
Materials Lesson Support /Scaffold Independence
Observe independence
Leveled text
Fiction / Nonfiction Model with graphic organizers, self stick notes
book mark, partners -Coach individuals.
Any Text, Leveled text
Mark Your C’s and Q’s Students mark text while reading either words to clarify or questions
Students find one C and Q and choose WHEN to mark
RT Literature Circle Lessons (Oczkus,2018)
Materials Lesson Support /Scaffold Independence
Observe independence
Any Fish Bowl On a Roll
One group models/ others follow Video tape students!
High interest Jigsaw Expert Huddle
-Students alternate reading SSR book and the group text -Pass out role cards. Huddle!
-rotate to groups to assist -fishbowl
Independent Level or Instructional
Rotating Roles -Students rotate roles Predictor, clarifier, questioner, summarizer, reader
-Practice in guided reading first with the teacher
Any Free For All!
-A discussion director leads the group through a text. During the discussion students use strategies as needed.
-hand motions
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Fab Four Menu By Lori Oczkus, 2019
Predict I think ….. I bet…… I think I will learn… Sneak and See 1-‐2-‐3 Big Predictions/Little Predictions Text Feature Predictions Skim and Scan/Grab a Word Authors Purpose/Text Organization,Theme Character Traits, Character Feelings
Question I wonder…. Who, what, where, when, why, how? Wonders/Quiz/Thinking Questions Pop the Question It’s Your Question Flip It
Clarify
I didn’t get the ________ (word, sentence, part, page, picture, chapter) where _____ so I___________. Pause to Clarify Chart Reread it, Eyeball it Bring in Another Word Figurative Language Hunt
Summarize This was about….. I learned…………. First, next, then, finally Somebody, wanted, but, so.. 10 Finger Summary Favorite Part Summarizing Mat Key Word Dance Graphic Organizers
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Comprehension Resources By Lori Oczkus Reciprocal Teaching At Work 3rd Edition 2018 ASCD/ILA book and VIDEO! 2018 http://www.ascd.org/Publications/Books/Overview/Reciprocal-Teaching-at-Work-Powerful-Strategies-and-Lessons-for-Improving-Reading-Comprehension-3rd-Edition.aspx Close Reading with Paired Texts k-5 Series co author Tim Rasinski Shell/ 2015 https://www.teachercreatedmaterials.com/shell-education/series/close-reading-with-paired-texts-211/ Talk About Books K-3 Guided Reading Series by Maria Nichols and Lori Oczkus 2017, Mondo. https://www.mondopub.com/c/@cmcJQ7MOqpwtQ/Pages/product.html?record@S6364 Fabulous Four Comprehension Puppets https://www.amazon.com/Primary-Concepts-Reading-Comprehension-Puppets/dp/B00JEVJOQC Just the Facts: Close Reading and Comprehension of Informational Text 2014 Shell/ILA https://www.teachercreatedmaterials.com/shell-education/p/just-the-facts-close-reading-and-comprehension-of-informational-text/51316/
Lori’s Reciprocal Teaching FREE Resources!
•Follow Lori Oczkus on Twitter @LoriOczkus •WEBINAR ASCD August 14, 2018 ASCD
Reciprocal Teaching: New Insights and Books for Boosting Reading Comprehension with Lori Oczkus (August 14,2018) http://www.ascd.org/professional-development/webinars/reciprocal-teaching-webinar.aspx •PODCAST ASCD May 5,2018 ASCD
Reciprocal Teaching: Improving Reading Comprehension with Four Powerful Tools http://www.bamradionetwork.com/ascd-learn-teach-lead-radio/4713-reciprocal-teaching-improving-reading-comprehension-with-four-tools •ARTICLE Close Reading Workouts 3 Engaging Strategies that Work! https://lesleyuniversitycrrlc.wordpress.com/2016/09/14/close-reading-workouts-3-engaging-strategies-that-work/ •BOOK STUDY GUIDE ASCD for Reciprocal Teaching at Work 3rd edition http://www.ascd.org/ASCD/pdf/books/Oczkus118045.pdf
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Reciprocal Teaching Observation Form Designed by Lori Oczkus, 2019
Lesson: (fiction, nonfiction,) Grade Level:_______________ Type of Lesson (whole class, guided reading group, literature circle) Directions: Check off the following necessary elements of a Fab Four Lesson. Note the Fab Four may be taught in any order. Take notes on the lesson strategies.
Strategy Notes on Lesson Activities ___Activate Prior Knowledge I think I know.. This reminds me of…
___Predict I think I will learn.. I think this is about…
___Question I wonder… What, when, where, why, how, who What do you think?
___Clarify I don’t get the (word, part, sentence, picture, page, chapter) so I …
___Summarize This is about… First, Next, Then, Finally..
Note an interesting student to student interaction: Note an interesting student/teacher interaction: Directions: Keep track of the Four Foundations on the back of this paper.
Think Alouds Watch me as I think and do.
Scaffolding Watch me. Let’s try together. Support with individual attention, materials, strategies.
Cooperative Learning Pairs, tables, table groups, teacher groups, literature circles.
Metacognition How do you know? What are the steps? How does ____ help you read?
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Showing Growth with The Fab Four Lori Oczkus (2019)
Progress can mean… Tools to assess progress Progress in reading level. Has the student grown in
independent overall reading levels?
Use your district approved tools such as the DRA or QRI. Your district might also use lexile levels or Fountas and Pinnell leveling to indicate student levels. Some schools use an IRI to indicate the grade level a student reads at. When you see growth in overall reading level that is an indication reciprocal teaching is working.
Progress in understanding content.
Is the student improving in his or her understanding of classroom content area reading?
If you are using reciprocal teaching with science and social studies texts, then one measure of progress is shown by how well the students learned the content in the text. Content knowledge may be tested using published program tests or teacher made assessments. Reutzel and colleagues (2005) found that students who read with reciprocal teaching strategies not only read at a higher level, but they also remembered and learned the content better. So improvement in content knowledge shows students comprehend what they are reading.
Progress in the use of the four reciprocal teaching strategies predict, question, clarify, and
summarize. Is the student improving the quality of his or her responses for predictions, questions, clarifications, and summaries?
Save written evidence including self- stick notes and four door response papers. Also, take notes during individual conferences with students. Record responses and chart to keep track of them. Also, record student responses during small group instruction led by the teacher or when observing student run literature circles. Use the rubric in the back of the Reciprocal Teaching Book to indicate level.
Progress in comprehension Does the student understand the reading material?
Another good indicator for showing progress in comprehension is how well students are progressing in their overall comprehension. This may be indicated by an improvement in district or standardized test scores, or teacher created assessments.
Progress in confidence, attitude towards books, school, and reading.
Does the student show an improvement in overall attitude?
Raises hand more and contributes to discussions. Does homework more consistently.
Progress in attitude and love of reading. Does the student show a
genuine interest in reading?
Student reads more. Book log is full of a variety of increasingly challenging texts. Student engages in discussions and book sharing.