ia during reciprocalteaching

7/28/2019 IA During ReciprocalTeaching

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Phonological awareness literacy screening

acTiViTyinTermeDiaTe & aDVanceD

During reaDing Pre-K K 13

20102011 b Th rt d Th Bd f Vsts f th uvst f V. all rhts rsvd

ObjectiveStudentswilllearntomakepredictionswhenreading,questionthemselvesaboutideasinthetext,seek dd, d ummz .

Background & Frameworkrp (P & B, 1984) mpd u k ud b uxp d mdd ud prior u rp t:

1. Pd2. Qu

3. c

4. summz

Theteacherleadsasmallreadinggroupinworkingthroughasequenceofstrategiestounderstandtext.Studentslearntoaskgoodquestionsaboutthetext,toidentifyproblemsthathindercomprehension(u um vbu, u , .), d pbm pd b x.rpb d ud mmb m d up, dvdu udk u d up.

Materialsiu-v x

ProceduresStep 1. Dvd d d p .

t b x ud v d b ( upp d) pvd.Mk x u b d mv u p.

Step 2. a ud b up d. t d upv up pd u Pd-Qu-c-summz .

Step 3. Introducethepassage.Modelforstudentshowtoaskastartingquestionaboutthemain, bd bk v .

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Reciprocal Teaching


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Reciprocal Teaching (Continued)

Step 4. t up d x .

t x b pvd up d b ( sp 1).

Step 5.GuidethegroupofstudentsthroughthefourcomponentsofReciprocalTeaching.(Thesequence u mp mp k u ). supp dd upd ud d up u :

Summarize b d

Questionthetext,askquestionsandraisepointsforclarication

Clariy x u du

Predict uu x

Step 6. t x ud up d pd x x.

e pp ud v ppu b up d, d up u ump rp t: Predict-Question-Clariy-Summarize

Option:eachstudentinasmallgroupoffourisassignedoneofthefourroles:summarizer,questioner,, pd, d d up k.

Note: Pvd upp dd, pm m md d d up u mk p u mpd ud -d.

Reciprocal Teaching lesson plan based on the strategy introduced by Palincsar & Brown (1984)

Supporting research and related reading:Bk, gmb & P (2002). Improving Comprehension Instruction: Rethinking research, theoryand classroom practice. s F: J-B.

P, a.s. & B, a.l. (1984). rp mp- dmp-m v. Cognition and Instruction, 1, 117-175.

P, M. (2006). Reading Instruction That Works: The case for balanced teaching. n yk:gud.

skd, K. (2005). Whats After Assessment? Follow-Up Instruction for Phonics, Fluency andComprehension. Pmu: hm.

ReadingQuest.org:MakingSenseinSocialStudies.http://www.readingquest.org/strat/rt.htmlcud


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Reciprocal Teaching examplesrmmb rp t b ud uu, ud d v b u dd m p u ud rp t:

1. Pd

2. Qu

3. c

4. summz

non-FicTiongudd rd lv t

exp m wd, s. (2006). Born to Explore. n yk: sud/nbd eduPub, llc. Pp. 67.

The Vikings lived in northern Europe more than a thousand years ago. The climate was harsh there,and the land was mountainous and not very good or arming. The Vikings were great sailors andexplorers, probably or that very reasonthey needed land. They sailed to richer countries such as

England and France, invaded them, and settled there.The erce Vikings sailed on long wooden ships with carved dragons on the bow. To people who saw

them coming, those ships meant one thing: trouble! The rough men rom the North tore through villagesand towns. On their raids, the Vikings seized people and orced them to become slaves. They stoletreasures such as gold, silver, and urs.

Lei Ericson was a Viking. His amily had a long history o adventure. Leis grandather killed a ellowViking and was orced to leave his home in Norway. He fed by ship to Iceland. Leis ather, Eric the Red,was exiled rom Iceland or three years ater doing some killing o his own. Eric sailed with his amily to aar land that was even more harsh. He named it Greenland.

1. rd ud d d eup mp b.

2. t bk , Born to Explore, d p bv p, a s ld,couldleadtoanopeningquestionsuchas:Whymightexplorersbesearchingformoreland?Allowud m d.

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3. Pmp ud d p.

4. t up d ud k up u summarizing k p d d . t up d m umm d, up d udb dd m d. a xmp umm : Vk eup xp u d bu md b pp d d d dd.

5. t up d ud questions m up; m, d m d. F xmp:

w b d dd v d ?

w d xd m, d l e d d xd m m?

w eup u dd u? w db p v? w ?

Thegroupleaderoradesignatedrecordermightwanttowritedownthekeyquestionsforclarication.

6. t up d d p d p clarifcationofthesequestions.Focuseddu m up mmb ud k p v . F xmp: tup d ud u up u m m xd. tdbk ud b pu u . F xmp, up d ud pmp up

mmb p p x upp d bu u db. t up d ud u p b md bd d x.

7. t up d ud predictions m up mmb bu m pp x. Fxmp:

w d u k Vk d gd?

h d u k uvv gd dd v m ? o uvv?

Thesepredictionsmightbecomequestionsandpointsforclaricationinthenextround,aftertheu x d.

8. t up d x x d x up d um pb ud up u Predict-Question-Clariy-Summarizecycle.Thesequenceinwhichtheseu mp k u u rp t.

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FicTiongudd rd lv t

F rp t b ud uu, ud d v b u d d m p u ud rp t:

1. Pd

2. Qu

3. c

4. summz

exp m M, J. (2004). Brave One. iud b e hu. au, tX: hu av i.p. 14.

Kiondo heard someone shout his name. He turned and looked down the street. Pili was at the bottomo it, waving her arms rantically. He only had a moment to wonder what was wrong with her. Then thewater hit him.

Suddenly he was on his back and water was rushing over him. He gasped and tried to stand, but thecurrent swept him away.

Kiondo rolled over and over, and the stones o the street bed cut and grazed his skin. Even so, heclawed at them hoping to nd one large enough to cling to. And then he didor a ew momentsbut itcame loose in his hand and the current propelled him on.

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F rp t b ud v, ud d v b u d d m p u ud rp t:

Pd

Qu

c

summz

1.ThispassagecamefromChapter3inthebook,soagoodopeningquestionwouldbesomethingsuch, w u mmb pp u m d d?(t d b m d ; b k d bm; b b k m; k vf). w m d ? ().

2. Pmp ud d p.

3. t up d ud k up u summarizing k p d d. am ummz . o up m u umm, up d m umm () d, up d ud bdd m d. a xmp umm : Kd kkd v b fd ju d , d ud up .

4. t up d ud questions

m up; m, d m d.

w P v m ? w d m?

w Kd d ?

Thegroupleaderoradesignatedrecordermightwanttowritedownthekeyquestionsforclarication.

5. t up d d p v d d p clarifcation questions.Focuseddiscussionamongthegroupmembersshouldhelptoclarify.Forexample,theup d ud u up mmb u m .t dbk m b k p.

6. t up d ud predictions m up mmb bu m pp x.

D u k Kd b b p fd? h?

w pp P?

h m fd v?

Thesepredictionsmightbecomequestionsandpointsforclaricationinthenextsectionoftext.

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7. t up d x x d x up d um pb ud up u Predict-Question-Clariy-Summarizecycle.Thesequenceisnotasimportant k u u rp t.

ia during reciprocalteaching

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