a puppets perspective one spin on reciprocal teaching in the k-5 classroom
TRANSCRIPT
![Page 1: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/1.jpg)
A Puppet’s Perspective
One Spin on Reciprocal Teaching in the K-5 Classroom
![Page 2: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/2.jpg)
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).
![Page 3: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/3.jpg)
Research
• Gradual release of responsibility (Duke and Pearson, 2002).
• More effective than teaching components separately (Duke and Pearson, 2002).
![Page 4: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/4.jpg)
Research• Increase in reading comprehension
across a range of elementary to high school students (Kelly, Moore, & Tuck, 1994).
![Page 5: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/5.jpg)
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).
![Page 6: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/6.jpg)
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).
![Page 7: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/7.jpg)
The Magic Fish Retell
QuickTime™ and aMotion JPEG OpenDML decompressor
are needed to see this picture.
![Page 8: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/8.jpg)
Components
• Predicting• Questioning• Clarifying• Summarizing
(Palinscar, 1984; Myers, 2005)
![Page 9: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/9.jpg)
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
![Page 10: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/10.jpg)
“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
![Page 11: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/11.jpg)
“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)
![Page 12: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/12.jpg)
The Magic FishPredict-o-Gram
-left with hut
-wishes forthings
-not happy-wants toomuch
-fisherman-wife-magic fish
-sea-hut-castle
EndingSolutionProblemCharacte
rsSetting
![Page 13: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/13.jpg)
“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)
![Page 14: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/14.jpg)
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
![Page 15: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/15.jpg)
“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)
![Page 16: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/16.jpg)
“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
![Page 17: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/17.jpg)
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.
![Page 18: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/18.jpg)
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)
![Page 19: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/19.jpg)
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.
![Page 20: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/20.jpg)
“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)
![Page 21: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/21.jpg)
“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/
![Page 22: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/22.jpg)
“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)
![Page 23: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/23.jpg)
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
![Page 24: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/24.jpg)
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
![Page 25: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/25.jpg)
“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)
![Page 26: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/26.jpg)
“Summer” Summarizer
• Gist (Cunningham, 1982; Wood & Taylor, 2006)
• SWBS (Beers, 2003)
• Book Acting (McGee, 2003)
![Page 27: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/27.jpg)
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
![Page 28: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/28.jpg)
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
![Page 29: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/29.jpg)
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)
![Page 30: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/30.jpg)
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)
![Page 31: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/31.jpg)
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
![Page 32: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/32.jpg)
Book Acting (McGee, 2003)
• Young students• Retelling• Improves literacy and language
development– Improves
• Comprehension• Vocabulary• Grammar• Social skills
![Page 33: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/33.jpg)
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
![Page 34: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/34.jpg)
Second Grade Example
QuickTime™ and aMotion JPEG OpenDML decompressor
are needed to see this picture.
![Page 35: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/35.jpg)
Kindergarten Examples
QuickTime™ and aMotion JPEG OpenDML decompressor
are needed to see this picture.
![Page 36: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/36.jpg)
Kindergarten Examples
QuickTime™ and aMotion JPEG OpenDML decompressor
are needed to see this picture.
![Page 37: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/37.jpg)
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.
![Page 38: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/38.jpg)
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.
![Page 39: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/39.jpg)
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.
![Page 40: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/40.jpg)
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
![Page 41: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/41.jpg)
Questions
![Page 42: A Puppets Perspective One Spin on Reciprocal Teaching in the K-5 Classroom](https://reader035.vdocuments.site/reader035/viewer/2022062511/5514e380550346935c8b5785/html5/thumbnails/42.jpg)
Evaluation