Reciprocal TeachingResearch: Reciprocal teaching means groups of students actively monitoring
comprehension. Students are able to
engage in the metacognition of reading and ask questions to comprehend the
text. Although it is a process that must
be modeled, there is research which proves that “students who receive training
make lasting gains in reading comprehension performance as indicated by their
scores on multiple-choice comprehension tests over time” (Miller & Veatch,
2011, p. 93). It can also be
foundational in overall literacy skills and other content areas. If trained correctly, students may use this
strategy in independent reading (Miller & Veatch, 2011, p.93).
Student Benefits: Students enjoy working in small groups. They are also able to have independence as they are the "leader" of a certain strategy. They learn how to manage comprehension in an effective way. Procedures: (WETA, 2014b) 1.) Put students into groups of four. 2.) Give each group member a notecard identifying their role: Summarizer, Questioner, Clarifier, or Predictor. 3.) The groups reads a few paragraphs of the text, using strategies to monitor comprehension (annotations) 4.) At the stopping point, the Summarizer shares the key ideas of the text. The Questioner asks questions. The Clarifier addresses confusing parts and answers some questions. Lastly, the Predictor guesses what will happen next. 5.) The roles switch by passing their card one person to the right. (REPEAT until the end) |
Writing Ideas: Students should be writing as they prepare for their role. After they are finished reading the selection, they could prepare a final document to turn into the teacher, which reflects on the roles and what they gained from this group work. They could also write a final summary.
Web Sources: http://www.adlit.org/strategies/19765/ (how to create and use Reciprocal Teaching in your classroom) http://www.reading.org/libraries/book-supplements/500-videoguide.pdf (materials to provide to students during Reciprocal Teaching) http://www.wwsu.org/uploads/reading_to_learn_04.pdf (how to assist students in this strategy) |
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