Reciprocal Teaching Tutoring Project

1. Reciprocal Teaching Tutoring Project By: Dana Disteldorf Reading Across the Curriculum December 12, 2011

2. Reader’s Background Strengths Areas to Improve Understanding reading as a process Previewing: Predicting and Thinking about reading Decoding Strategies Comprehending and Summarizing Writing Lack of Confidence • Likes a variety of topics • Understands principles of fluency with certain texts • Poems • Reads with expression • Creative • Able to navigate the web • Connects to reading

3. Accommodations Timeline of tutoring schedule List of Rules Goals Checklist Reading fidget Fab 4 Cue Cards Web Journal Tutor as Scribe

4. Tutoring Goals My goal for this student was for him to be able tounderstand reading as a process. He saw reading as a task instead of as a process of learning. Using the Fab 4 as well as introducing him to howto read a book, we set out to achieve these goals.

5. Planning Instruction Text Lessons Web Lessons Using Fab 4 to read web Writing in web journal Searching the internet Picking quality websites Does this look like something you can read? Bookmarking a website “Saving” the page Terminology Navigating, scrolling, link, click, etc. • Introducing Fab 4 in Stages with hand motions and cue cards • Comprehension • Talking Drawing • Decoding Strategies • Looking at pictures • Stretching out sounds • Going back and rereading

6. Iowa CORE Connections • IA.1.Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making inferences, summarizing, and monitoring for comprehension. • RI.3.5. Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently. Content Areas Earth and Space • Understand and apply knowledge of weather and weather patterns. • Weather is always changing and can be described by measurable quantities such as temperature, wind direction and speed and precipitation. • Large masses of air with certain properties move across the surface of the earth. The movement and interaction of these air masses is used to forecast the weather. Technology • Use technological resources to develop and refine questions for investigation. • Access information for specific purposes, and assess the validity of the information source.

7. Assessment 1 • Miscues: 6 • WCPM: 56 Grade Level Range: 50-110 • Percent of Accuracy: 90% • Fluency Score: 2.5 • Not nervous • Rushed through errors, mumbling • No decoding • Skipped punctuation • Comprehension: • Lack sequence of story and details • Did not understand some key vocabulary

8. Text Lessons All About Fossils, Level 18 How Animals Move, Level 20 Worm Work, Level 19-20 Trade Book: The Life of an Astronaut

9. The Worm By: Ralph Bergengren “I didn’t like the taste a bit, And so I didn’t swallow it.” Pointed out: • Swallow – chunk • Reread this section without a prompt “But oh, it makes my Mother squirm Because she thinks I ate that worm!” • Discussed worms • Warm-Up Read: The Worm • Introduced theme • First Grade level • Generally read too fast • Poem • Musical tone of voice • Made him slow down • Comprehension • Reacted to piece • Made sense • Self-monitored Fluency

10. Text Features • Table of Contents • Glossary • Headings • Lists • Cut-away • Facts page • Index • The Student used the table of contents to look up where to answer his questions • Used pictures (strong visual learner) to help clarify • Tea bag (Worm Work)

11. Talking Drawing The Life of an Astronaut Trade Book Assessing Prior Knowledge Before Reading: 1) Astronaut putting flag on moon 2)Launching spaceship 3) Astronaut jumping in air After Reading: Added helmets Talked about spaceship launching process Suits with “bathroom spot” inside them

12. Monitoring Process Utilized talking drawing as a way to gather background knowledge about topic Summary strategy- main points of what was read Discussed strategies with cue cards to check comprehension Used terminology from previous lessons to see application/comprehension Asked questions Drawings Book

13. Assessment 2 • Miscues: 9 • WCPM: 50 Grade Level Range: 50-110 • Percent Accuracy: 84% • Fluency Score: 2 • Started reading too fast • Rushes through punctuation • Skipped apart and had trouble finding his place again • Comprehension: • Knew bare minimum of what happened • Remembered a pizza fact very well • Had background knowledge that helped him connect to text • Read “party” for the word partly

14. Web Lessons Topic: Water Focus: Rains & Floods Web Site: Weather Wiz Kids

15. Internet Inquiry Web Background Question: What makes the rain come down? Key words: rain + weather Good Websites: Will that help us answer our question? Does this look like something you can read? • Able to open browser • Google • YouTube • Links (colors changed) • Moved scroll bar to navigate • Attempted to type correctly

16. Writing: Web Journal Scaffold writing information process Included visual area Picture prompts

17. Strategies Page RAFT Writing

18. Assessment 3 • Miscues: 7 • WCPM: 60 Grade Level Range: 50-110 • Percent Accuracy: 89% • Fluency Score: 1 • Progress was hindered by lack of focus • Comprehension: • Was not able to focus on meaning of text • Only knew the name of the character

19. Tutoring Summary Next Steps: • Build more strategies for decoding • Practice writing by using a book journal • Continue to practice Fab 4 focusing on: • Summarizing • Clarifying (to enhance vocabulary) Progress made: • Previewing a text • Predicting • Text Features • Using features to help clarify • Summarizing • Visuals: Talking Drawing