Chapter1

=//Chapter 1//=

__Overview of chapter 1__
“In chapter 1, each of the four strategies – predicting, questioning, clarifying, and summarizing – is described in detail, with ideas for prompting students to use the language unique to it. Because teachers sometimes encounter obstacles when implementing reciprocal teaching, the chapter includes practical ways to over come such difficulties and information about the four critical foundations necessary for getting the most from reciprocal teaching: scaffolding, thinking aloud, thinking metacognitively, and learning cooperatively. The chapter also addresses common problems that students have with each strategy and provides suggestions for instructional support when these problems arise. Finally, suggestions for incorporating reciprocal teaching into a broader list of comprehension strategies are outlined to ensure a comprehensive reading comprehension program.” (page 8, Oczkus)

__Questions:__

 * 1.** **Describe each reciprocal teaching strategy and explain how each helps readers to understand text. How do the strategies work together as a package? In what order should you teach them?**

There is no set order for using the four reciprocal teaching strategies. It depends on the text and students, which strategy you need to use or focus on. All of these strategies will increase comprehension and force the students to think about the text before, during, and after reading. PREDICTION: Prior knowledge, the pictures, and headings are only a few things that can help the students predict. By predicting, the students are forced to think about what they read and come up with something reasonable that could happen next. Then, the students can enjoy the suspense of finding out if their prediction was accurate. QUESTION: If you tell the students the question you want him/her to think about before they start reading, they will know what to look for as they read. Questions do not have to include questions about what is confusing to them. A teacher could use questions as a way to review what they read. Whenever my students ask a question, I like to allow them to ask the question out loud and have the other students respond, rather than me telling them the answer, because I think this will help the students comprehend, and they may be able to say the answer better than I could. CLARIFY: It is easy for the students to discuss a word they do not understand, but it is more difficult for them to realize when they do not understand a passage or paragraph. They need an opportunity to share and discuss what is confusing to them. SUMMARIZING: Whenever my students summarize, they have a hard time just telling me the main idea or what is important. Any suggestions?

COMMENT: I remind my students about the topic. Think about the heading or title, then think about some important facts from the beginning the middle and the end of the passage.


 * 2.** **What are some language prompts that you can use with your students to get them started with reciprocal teaching strategies?**

PREDICTION: My students are constantly saying, “I think…” “I wonder…” “I predict…” but I don’t explain to the students that they are using a comprehension strategy. It is something I have modeled, and they have learned to do. At times their prediction may not relate to the text, but I praise them for their efforts and keep modeling, so they will eventually make accurate predictions. QUESTION: I have always used the 5 W’s and how, when talking about what was read. I never thought about “what if,” but by asking this question, the students will have to think about what they read and does it make sense or fit with what already read? CLARIFYING: My students are more than willing to share when they do not understand a word. For example, one day, my students did not know what the word theory meant. At first, they tried to look it up in their glossary. When they realized it was not in the glossary, they tried to see if their partner knew the definition. When no one in their group knew the definition, they asked me. On occasions, they tell me something they read did not make sense, but I need to apply more ways of making sure they actually understand before I move on. SUMMARIZE: Whenever the students summarize, they sequence the events in the story, discuss the problem, tell what they learned, and tell what was the most important part(s) of the story. Whenever my students summarize, I force them to get specific, to help them with their comprehension, visualization, and creating complete sentences. For example, instead of saying, “He grabbed the bone and buried it.” The students could be more specific and say, “Balto, my dog, grabbed the chicken bone out of my hand and ran quickly to bury it deep into the ground in my backyard.”
 * 3.** **List some common obstacles that teachers encounter when implementing reciprocal teaching. How can you anticipate and overcome them?**

Below, I have listed three ways I can address the obstacles that I have observed in my classroom. a.) I can assess my students by observing their verbal responses. Also, whenever the students respond to the reading, they could respond through a discussion or by writing a response about the reading. I have been trying to think of ways to integrate writing into my subject areas. This would be one technique I could use to help me do this. b.) Time is always an issue for every teacher. The reciprocal teaching strategies should be discussed 2-3 times each week. I am able to implement these strategies in my small group through the ARI scaffolding cards. Open Court also focuses on one strategy for each story. c.) I have recently told my students to check out two books from the library…one easy and one chapter book. I want them to test on both books. When they test on their chapter book, I do not want them to make a bad AR test grade and be discouraged about reading chapter books. It is easier to break a chapter book into chunks and discuss it in small group, if they are all reading the same chapter book, but what about having 14 students who are reading 14 different chapter books? I can model and get them to do graphic organizers which will eventually show results, but how can I help them more now?


 * 4.** **List some common problems that students may have with each strategy. How can you assist your students with these problems?**

I feel like my students struggle with all four of the reciprocal teaching strategies. As a teacher, it is important to reflect and see what **__I__** can do to change or better the situation? One of the most important things that I can do and need to do more of is modeling good examples of responses to my students. a.) model b.) remind what good readers do c.) discuss d.) practice e.) write response f.) work with a partner
 * 5.** **How will you address your students’ problem areas and reinforce their strengths?**


 * 6.** **Why does reciprocal teaching not stand alone? What other important strategies should be part of a comprehensive reading comprehension program?**

It is just a tool! Other strategies would include making a connection to self, text, and world, activate prior knowledge, supply background knowledge, visualize, opportunity to react, express opinion, and evaluate the text.


 * 7.** **What are the four important building blocks that must be in place in order for reciprocal teaching to be successful? Explain how each foundation works to create an environment for learning.**

a.) Scaffolding = I Do. We Do. Y’all Do. You Do. b.) Think-aloud = The teacher and the students talk about what they are reading. c.) Metacognition = The students are aware of what they are thinking and what strategy was used to help them. d.) Cooperative learning = The students get with a partner and talk about what they are learning or thinking.

8. **Demonstrate a sample think-aloud using one of the strategies**.

To summarize, the teacher and the students tell the group what has happened in the story and what the important idea from the text was. They discuss this together, so they can express their own connections, visualizations, and have an opportunity to agree or disagree with another students’ opinion or reaction to the text.


 * 9.** **Name some assessment tools that you can use to evaluate student progress in the four strategies.**

a.) Observe b.) Students write a response using each strategy c.) Students can explain each strategy d.) Appendix A (rubric for strategies), B (student self-assessment), and C (interview and minilessons for each strategy)