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Reciprocal Teaching - Comprehension Strategy

Learn useful strategies used by good readers to understand stories or passages through activities like predicting, visualizing, clarifying, questioning, and summarizing.

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Reciprocal Teaching - Comprehension Strategy

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  1. Reciprocal Teaching – A Comprehension Strategyhttp://pers.dadeschools.net/prodev/reciprocal_teaching.htm Summarized by Marlene Cosenza Rolfe Voorhees Township School District Rolfe@voorhees.k12.nj.us

  2. Discussion Questions-KWL WHAT I KNOW… • What do you know about good readers? • What do good readers do? WHAT I WANT TO KNOW… • What do you want to know about good readers ? • What do you want to know about what good readers do?

  3. K-W-L Chart

  4. Lesson Objective • In this lesson, you will learn some useful strategies which good readers use to understand a story or a passage.

  5. Introduction to Predicting

  6. Weather forecasters don’t guess what they weather may be like. They make predictions by using clouds, radar, and other clues. Readers make predictions about what might happen next in the passages or stories they are reading by using story clues and what they already know. Predicting

  7. Prediction Questions • What do you predict you will see when you visit a pet store? • What kinds of shows do you predict will be on Saturday morning television? • Your friend asks you to go to a movie called “Monsters of the Deep.” What do you predict the movie will be about?

  8. Make Predictions When: • A title is given • Headings are provided • The author poses a question in the text • The text suggests what will be discussed next

  9. Prediction Stems: • Based on the title, I predict this is going to be about… • I already know these things about the topic/story… • I think the next chapter/section will be about… • Based on…(a clue), I predict… • Based on what ____ said/did, I predict…

  10. Visualizing

  11. Can you make a picture in your mind? • Good readers visualize as they read. • Sometimes you must stop and make a mental picture so that you can comprehend what the author is saying. • You may need to draw a diagram. • You may need to draw a picture.

  12. Visualizing Strategies: • Imagine • Pick out words or phrases which help you “see” the story. • It helps to reread. • It helps to close your eyes and think about what you have just read.

  13. Visualizing Stems • When I read this, I imagine that… • As I read, in my mind I see…

  14. Clarifying

  15. Introduction to Clarifying • What happens when you are confused about the information the writer is trying to tell you? • What should you do about it?

  16. Suggestions • Good readers are not always fast readers. • SLOW down or even STOP ……REREAD the confusing part. If we don’t understand what we are watching, we stop and rewind our show.

  17. IF I don’t Understand a Word, I… • Look for little words in big words. • Look for word parts such as bases, prefixes, and suffixes. • Look for commas that follow unfamiliar words. Sometimes when an author uses a word that may be unfamiliar to the reader, he/she will follow it with a comma, give the definition, use another comma and then continue the sentence. The definition of the word will be in between the commas. The definition could follow the word “or,” a dash, or be in parentheses. • Keep reading. The word that you are stuck on may not be important to the meaning of the sentence, or as you read you will get a general idea of the meaning even though you can’t give a dictionary definition.

  18. Clarifying Stems • I don’t really understand… • A question I have is… • A question I’d like answered by the author is… • One word/phrase I do not understand is…

  19. Questioning

  20. Why do good readers ask questions? • To test yourself to see if you REALLY understand what you have read • To identify what is important to remember in the story or passage

  21. Introduction to Questioning • Good readers ask themselves teacher-like questions using who, what, when, where, why, and how. • Good readers ask questions comparing how things are alike or different. • Good readers ask why something is important. • Good readers ask in which order something happened in the story.

  22. Other Questions • Who is _________________? • What is/does ______________? • When is _____________ • Where is _____________? • Why is _________significant? • Why does _________happen? • What are the parts of _________?

  23. More Questions • How is _______an example of _________? • How do ______and _______compare? • How are ______and _______ different? • How does _________happen? • What is most important _______? • What is your opinion of ___________.

  24. Summarizing

  25. Introduction to Summarizing • Good readers can tell the most important ideas in one or two sentences. • A good summary does not include details or information that is not important.

  26. Summarizing • What is the main idea of this passage? • What is it mostly about? • What information in this passage tells you that?

  27. Summary Stems • This story/paragraph is mostly about… • The topic sentence is… • The author is trying to tell me… • A framed summary sentence: This story/passage about _________ begins with ________, discusses (or develops) the idea that __________, and ends with _____.

  28. GOOD READERS • Predict • Visualize • Clarify • Question • Summarize

  29. Let’s Practice Taming Wild Dogs • Many years ago, in the days when people lived outdoors or in caves, there were no tame dogs. In fact, all the animals of the world were wild. One of those wild animals was the wolf. Wolves roamed through the fields and forests shy and suspicious of humans. Yet from these wild wolves (and maybe from jackals and foxes too) have come all the different dogs that are pets today.

  30. Return to K-W-L Chart. What have you learned about what good readers do?

  31. Now you are ready to practice your good reading strategies with your partners. Teacher will assign groups and task cards (eventually everyone will get a turn to master each role). Use your bookmark stems to help you understand your role. Group members will read assigned passage silently. Teacher-leader will lead discussion. Group worksheet will be completed together.

  32. TRAIN YOUR BRAIN TO READ BOOKMARK Make a PREDICTION when:• a title is given• headings are provided• the author poses a question in the text• the text suggests what will be discussed next Prediction stems:• Based on the title, I predict this is going to be about...• I already know these things about the topic/story...• I think the next chapter/section will be about...• Based on... (a clue), I predict...• Based on what ___ said/did, I predict... Ask TEACHER-LIKE QUESTIONS:• Who is ___?• What is/does ___?• When is ___?• Where is ___?• Why is ___ significant?• Why does ___ happen?• What are the parts of ___?• How is ___ an example of ___?• How do ___ and ___ compare?• How are ___ and ___ different?• How does ___ happen?• What is most important ___?• What is your opinion of ___? CLARIFY hard parts when:• you don't understand• you can't follow the text• you don't know what a word means Clarifying stems:• I don't really understand...• A question I have is...• A question I'd like answered by the author is...• One word/phrase I do not understand is... VISUALIZE a picture in your mind:• When I read this, I imagine that...• As I read, in my mind I see... How to do a SUMMARY:• Look for the topic sentence.• Look for who, what, when, where, why, and how.• Omit unnecessary information. Summary Stems• This story/paragraph is mostly about...• The topic sentence is...• The author is trying to tell me... A framed summary sentence:This story/passage about ___ begins with ___, discusses (or develops) the idea that ___, and ends with ___. http://pers.dadeschools.net/prodev/bookmark.htm

  33. Task Cards Predictor Visualizer

  34. Task Cards Clarifier Questioner

  35. Task Cards Teacher-leader Summarizer

  36. Reciprocal Teaching Student Script: Teacher/Leader Say: Please highlight any word or phrase that you do not understand as I read this part of the lesson. (Read your assigned part of the lesson.) Say: Who has Predicting card #1? Was your prediction correct? Explain. Say: Who has Clarifying card #1? Is there a word or phrase that you didn’t understand? (Discuss) Say: Who has Visualizing card #1? Please tell us what words helped you form a visual image of this part of the lesson. Say: Who has Questioning card #1? Please ask a Teacher-like Question. Remember, a Teacher-like question is one that can be answered from what we have read. Say: Who has Summary card #1? In one sentence, tell us what has happened so far. Say: Predictor, what do you think will happen in the next part of the lesson? http://pers.dadeschools.net/prodev/student-scripts.htm

  37. Reciprocal Teaching Group Worksheet Directions: Use the reciprocal teaching bookmark to help you complete this worksheet. The questions may be answered in any order as you read, but the group must fill in each section. Group Members’ Names ________________________________________________________________________________________________________________________________________ Predicting – Write one or two sentences that predict what the rest of the passage or poem will be about. Visualizing – After you are finished reading, draw a picture of what the passage or poem makes you see in your imagination. Clarifying – Write down any words, phrases, or ideas you do not understand. Questioning – Use your bookmark to create teacher-like questions about the passage or poem. Summarizing – Use the summary frame to tell what the passage or poem was mostly about. The passage about ________ begins with _______________, discusses or develops the idea that _________________ and ends with _______________________. http://pers.dadeschools.net/prodev/group_worksheet.htm

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