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With Lori Oczkus www.lorioczkus.com

Ideas shared from Reciprocal Teaching at Work: 3rd Edition foreword John Hattie (Oczkus,2018) ASCD/ILA http://www.ascd.org/Publications/Books/Overview/Reciprocal-Teaching-at-Work.aspx Reciprocal Teaching at Work Video ASCD http://www.ascd.org/professional-development/videos/reciprocal-teaching-at-work-video.aspx  Close Reading with Paired Texts K-8 Series (Oczkus; Rasinski, 2015) Shell/TCM https://www.teachercreatedmaterials.com/shell-education/series/close-reading-with-paired-texts-211/

What is reciprocal teaching?    Reciprocal teaching or “The Fab Four” is a scaffolded discussion technique that incorporates four strategies- predict, question, clarify, summarize. (Oczkus, 2018)    

☐ Materials-novels, informational texts, articles, poetry, picture books, leveled books, basals ☐ Frequency 2-3 times/week for results

What does research say about reciprocal teaching? Growth with reciprocal teaching ___ in 15 days _____ in 3 months ______in one year Palincsar and Brown, 1984- middle school results in 15 days! Hattie, 2008 .74 one year #9 of 138 practices that yield results Rosenshine & Meister, 1994 16 studies .74 in one year

Lori’s Top Five 1. 2. 3. 4. 5.

Predict Question

Clarify Summarize

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Getting Started- Jump in! Fab Four

Scaffolding

Introduce/model using -Metaphors, Props, Characters, -Hand signals/Gestures -Foldables/Charts- Four Door, Class Created Charts -Strategy Starters Predict I think this is about…. because I think I will learn…..because… Question Quiz Wonder Thinking Questions Clarify I didn’t get ________ so I ____________. Summarize This is about…… First, next, then, finally. Favorite Part Summary

First Lessons Poetry, high interest articles (Scholastic News, Time for Kids, Newsela etc, picture books.) Alternate thinking aloud, students try in pairs/bookmark

Mentor Texts Introducing RT Beauty and the Beak by Deborah Lee Rose and Jane Veltkamp Naked Mole Rat Gets Dressed by Mo Willems Incredible Inventions by Lee Bennett Hopkins Predict Dog Breath by Pilkey Question Winter’s Tail Hatkoff etc all Clarify- Owl Moon Jane Yolen Summarize Listen to the Wind Mortenson See Reciprocal Teaching at Work for k-12 mentor texts!

Fab Four Read Aloud

(Oczkus, 2018; page 84)

Procedure: Teacher pauses to model throughout èpartners talkè class discusses Materials: any text, Optional: a Fab Four dial (Oczkus, 2018) 1. Teacher Modeling-The teacher pauses throughout a read aloud to model each of the strategies. 2. Student Participation- After the teacher models how to apply each strategy students practice immediately in pairs to use the same strategy. Predict: Use the title, cover to make logical predictions. Question: Partners take turns asking each other questions about the text. Clarify: Find tricky words to clarify in each section of text. Summarize: Summarize the text using gestures for key vocabulary.

Predict Question

Clarify Summarize

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Close Reading With Reciprocal Teaching (Oczkus & Rasinski, 2015)

•Find a poem, short info text, or a portion of text that is worthy of being reread for different purposes. Allow students to choose which portion of a text to reread closely.

Steps to FAB FOUR Close Reading Lessons 1. Skim text discuss predictions. 2. Students read silently with a pencil to mark tricky/interesting words. ( Poetry chant together) 3.Teacher reads aloud. 4. Students reread in pair/teams and discuss tricky/interesting words or parts. 5. Students reread to answer/ask text dependent questions in teams or pairs. 6. Summarize in pairs or teams.

 

Guidelines/Foundations For Successful Reciprocal Teaching Lessons

(Oczkus,2018)

•Use with any text, any grade level! •Cover all FOUR strategies –predict, question, clarify, summarize in one lesson. •Chunk the reading material. •Conduct think alouds. •Incorporate cooperative learning. •Provide scaffolds. •Promote metacognition for independence.

   

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!

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RT Whole Class Lessons (Oczkus,2019) Materials Lesson Support /Scaffold

Independence Move to independence

Hand Motions

Which one do I need?

Teacher models. Partners try. Ask students, Which strategy do I need now?

-hand motions -4 students -poster /prompts

Whole Class Text

Table Runners Charts

Teacher models-students write-partners share-tables share. One child brings the group response up to a chart

-Move to students working in teams - Four Door

Any materials whole class is reading

Fast Fab Four With Whole Class Strategy

-As students read independently or in teams, teacher rotates to conduct a fast fab four for just 1-2 pages

-Dial for fast fab four -bookmarks -poster of prompts

Fab Four Menu

Predict Grab Word/Skim/Scan Roll your Prediction Story Map Prediction

Question Quiz/Wonders/Thinking Flip It Pop the Question

Clarify Pause / Clarify It! One Word/One Idea Clarify It: Picture It!

Summarize Draw or Drama Hand Motion Limited Word Challenge

RT Guided Reading Lessons (Oczkus,2018)

Materials Lesson Support /Scaffold Independence

Observe independence

Leveled text

Fiction / Nonfiction Model with graphic organizers, self stick notes

book mark, partners -Coach individuals.

Any Text, Leveled text

Mark Your C’s and Q’s Students mark text while reading either words to clarify or questions

Students find one C and Q and choose WHEN to mark

RT Literature Circle Lessons (Oczkus,2018)

Materials Lesson Support /Scaffold Independence

Observe independence

Any Fish Bowl On a Roll

One group models/ others follow Video tape students!

High interest Jigsaw Expert Huddle

-Students alternate reading SSR book and the group text -Pass out role cards. Huddle!

-rotate to groups to assist -fishbowl

Independent Level or Instructional

Rotating Roles -Students rotate roles Predictor, clarifier, questioner, summarizer, reader

-Practice in guided reading first with the teacher

Any Free For All!

-A discussion director leads the group through a text. During the discussion students use strategies as needed.

-hand motions

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 Fab  Four  Menu        By  Lori  Oczkus,  2019  

Predict          I  think  …..  I  bet……  I  think  I  will  learn…    Sneak  and  See  1-­‐2-­‐3  Big  Predictions/Little  Predictions  Text  Feature  Predictions  Skim  and  Scan/Grab  a  Word  Authors  Purpose/Text  Organization,Theme  Character  Traits,  Character  Feelings  

Question          I  wonder….  Who,  what,  where,  when,  why,  how?    Wonders/Quiz/Thinking  Questions  Pop  the  Question  It’s  Your  Question    Flip  It    

Clarify  

 I  didn’t  get  the  ________  (word,  sentence,  part,  page,  picture,  chapter)    where  _____  so  I___________.    Pause  to  Clarify  Chart  Reread  it,  Eyeball  it  Bring  in  Another  Word  Figurative  Language  Hunt    

Summarize      This  was  about…..  I  learned………….  First,  next,  then,  finally  Somebody,  wanted,  but,  so..    10  Finger  Summary  Favorite  Part  Summarizing  Mat  Key  Word  Dance  Graphic  Organizers  

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Comprehension Resources By Lori Oczkus Reciprocal Teaching At Work 3rd Edition 2018 ASCD/ILA book and VIDEO! 2018 http://www.ascd.org/Publications/Books/Overview/Reciprocal-Teaching-at-Work-Powerful-Strategies-and-Lessons-for-Improving-Reading-Comprehension-3rd-Edition.aspx Close Reading with Paired Texts k-5 Series co author Tim Rasinski Shell/ 2015 https://www.teachercreatedmaterials.com/shell-education/series/close-reading-with-paired-texts-211/ Talk About Books K-3 Guided Reading Series by Maria Nichols and Lori Oczkus 2017, Mondo. https://www.mondopub.com/c/@cmcJQ7MOqpwtQ/Pages/product.html?record@S6364 Fabulous Four Comprehension Puppets https://www.amazon.com/Primary-Concepts-Reading-Comprehension-Puppets/dp/B00JEVJOQC Just  the  Facts:  Close  Reading  and  Comprehension  of  Informational  Text  2014  Shell/ILA  https://www.teachercreatedmaterials.com/shell-education/p/just-the-facts-close-reading-and-comprehension-of-informational-text/51316/

 

Lori’s Reciprocal Teaching FREE Resources!

•Follow Lori Oczkus on Twitter @LoriOczkus •WEBINAR ASCD August 14, 2018 ASCD

Reciprocal Teaching: New Insights and Books for Boosting Reading Comprehension with Lori Oczkus (August 14,2018) http://www.ascd.org/professional-development/webinars/reciprocal-teaching-webinar.aspx  •PODCAST ASCD May 5,2018 ASCD

Reciprocal Teaching: Improving Reading Comprehension with Four Powerful Tools http://www.bamradionetwork.com/ascd-learn-teach-lead-radio/4713-reciprocal-teaching-improving-reading-comprehension-with-four-tools •ARTICLE Close Reading Workouts 3 Engaging Strategies that Work! https://lesleyuniversitycrrlc.wordpress.com/2016/09/14/close-reading-workouts-3-engaging-strategies-that-work/ •BOOK STUDY GUIDE ASCD for Reciprocal Teaching at Work 3rd edition http://www.ascd.org/ASCD/pdf/books/Oczkus118045.pdf

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Reciprocal  Teaching  Observation  Form  Designed  by  Lori  Oczkus,  2019  

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   Notes  on  Lesson  Activities  ___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:    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?    

     

 

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Showing  Growth  with  The  Fab  Four  Lori  Oczkus  (2019)  

Progress can mean… Tools to assess progress Progress in reading level. Has the student grown in

independent overall reading levels?

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.

Progress in understanding content.

Is the student improving in his or her understanding of classroom content area reading?

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.

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?

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.

Progress in comprehension Does the student understand the reading material?

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.

Progress in confidence, attitude towards books, school, and reading.

Does the student show an improvement in overall attitude?

Raises hand more and contributes to discussions. Does homework more consistently.

Progress in attitude and love of reading. Does the student show a

genuine interest in reading?

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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