Four Foundations for a fantastic lesson

Transcription

1 With Lori Oczkus Ideas from Reciprocal Teaching at Work: 2 nd Edition IRA What is reciprocal teaching? Are you a walker, jogger, or runner? How does it fit into a broader comprehension strategy package? What are the results you can expect when using reciprocal teaching? Four Foundations for a fantastic lesson Think Alouds Watch me as I think and do. Metacognition How does help you read? Getting Started- Jump in! Fab Four in a circle with scaffolding Scaffolding Let s try together with supports. Cooperative Learning Pairs, tables, teams, circles Introduce/model using metaphors, props, characters, optional voices characters Hand signals for each strategy Strategy Starters Predict- I think this is about. because I think I will learn..because Question-Quiz Questions, Wonder Questions, Thinking Questions Clarify- I didn t get so I. Summarize This is about First, next, then, finally. Four Door fold a paper into 4 boxes or use four door pattern Try poetry, high interest articles, picture books. Alternate thinking aloud, students try in pairs/bookmark Read aloud, pause think aloud,partners Mentor Texts Predict Dog Breath by Pilkey Question Winter s Tail Hatkoff etc all Clarify- Owl Moon Jane Yolen Summarize Listen to the Wind Mortenson Lori Oczkus at Close Reading with Paired Texts k- 5 Series co author Tim Rasinski Shell/ 2015 Just the Facts: Close Reading and Comprehension of Informational Text 2014 Shell/ILA Best Ever Literacy Survival Tips: 72 Lessons You Can t Teach Without 2012 IRA. Reciprocal Teaching at Work: Strategies for Improving Reading Comprehension 2010 IRA. Interactive Think Aloud Lessons: 25 Sure Fire Ways to Improve Comprehension and Engage Students Scholastic, Feb. Guided Writing: Practical Lessons, Powerful Results Heinemann, Fabulous Four Comprehension Puppets- Primary Concepts

2 RT Whole Class Lessons (Oczkus,2015) Materials Lesson Support /Scaffold Independence Hand Motions Which one do I Teacher models. Partners try. need? Ask students, Which strategy do I need now? Whole Class Text Any materials whole class is reading Table Runners Charts Fast Fab Four With Whole Class Strategy Teacher models-students writepartners share-tables share. One child brings the group response up to a chart -As students read independently or in teams, teacher rotates to conduct a fast fab four for just 1-2 pages Move to independence -hand motions -4 students -poster /prompts -Move to students working in teams - Four Door -Dial for fast fab four -bookmarks -poster of prompts Predict Grab Word/Skim/Scan Roll your Prediction Story Map Prediction Clarify Pause / Clarify It! One Word/One Idea Clarify It: Picture It! Fab Four Menu Question Quiz/Wonders/Thinking Flip It Pop the Question Summarize Draw or Drama Hand Motion Limited Word Challenge RT Guided Reading Lessons (Oczkus,2010) Materials Lesson Support /Scaffold Independence Leveled text Fiction / Nonfiction Model with graphic organizers, self stick notes Any Text, Leveled text Mark Your C s and Q s Students mark text while reading either words to clarify or questions Observe independence book mark, partners -Coach individuals. Students find one C and Q and choose WHEN to mark RT Literature Circle Lessons (Oczkus,2010) Materials Lesson Support /Scaffold Observe Independence independence Any Fish Bowl On a Roll One group models/ others follow Video tape students! High interest Independent Level or Instructional Jigsaw Expert Huddle Rotating Roles -Students alternate reading SSR book and the group text -Pass out role cards. Huddle! -Students rotate roles Predictor, clarifier, questioner, summarizer, reader Any Free For All! -A discussion director leads the group through a text. During the discussion students use strategies as needed. -rotate to groups to assist -fishbowl -Practice in guided reading first with the teacher -hand motions

3 Close Reading (Oczkus, Rasinski, 2015) Conduct close reading lessons with a variety of informational text materials such as a page or small section from a news article or magazine, content- area textbook, nonfiction children s book, big book, primary source, or Internet resource. The key is to find a text or portion of a text that is worthy of being reread for different purposes. You might also allow students to choose which portion of a text to pause on to work through the close reading steps together. Steps to Close Reading Lesson Predict- Students skim the piece glancing at the topic, text organization, and author s purpose. Read-Students read silently with a pencil to mark tricky/interesting words. Teacher reads aloud. Clarify-Students reread in pairs and discuss tricky/interesting words or parts Question-Students reread to answer/ask text dependent questions. Sample Text-Dependent Questions: What did the author mean by? What examples does the author include? What can you learn about from this text? Show evidence in the text that shows. Summarize/Respond Students summarize together or in teams. Mark text for +main idea #cool idea *details! favorite part 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!

4 Fab Four Menu By Lori Oczkus, 2015 Predict Question I think.. I bet I think I will learn Word Pop/Skim and Scan/Grab a Word Story Map Prediction Authors Purpose Text Organization Clarify I wonder. Who, what, where, when, why, how? Wonders/Quiz/Thinking Questions Pop the Question Flip It (Oczkus, 2009) Summarize I didn t get the (word, sentence, part, page, picture, chapter) where so I. Pause and Clarify It! One Word, One Idea/ Underline (Oczkus, 2009) Clarify It: Picture It! This was about.. I learned. First, next, then, finally Somebody, wanted, but, so.. 5 Word Hand Motion Cover, Remember, Retell Limited Word Summary Favorite Part Summary Key Word Dance

5 Reciprocal Teaching Observation Form Designed by Lori Oczkus, 2015 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 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: Notes on Lesson Activities 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?

6 Progress can mean Showing Growth with The Fab Four Progress in reading level. Has the student grown in independent overall reading levels? Progress in understanding content. Is the student improving in his or her understanding of classroom content area 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? Progress in comprehension Does the student understand the reading material? Progress in confidence, attitude towards books, school, and reading. Does the student show an improvement in overall attitude? Progress in attitude and love of reading. Does the student show a genuine interest in reading? Lori Oczkus (2016) Tools to assess progress 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. 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. 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. 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. Raises hand more and contributes to discussions. Does homework more consistently. Student reads more. Book log is full of a variety of increasingly challenging texts. Student engages in discussions and book sharing.

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