Reciprocal Teaching

When I was in Teacher's College we learned about a teaching strategy called Reciprocal Teaching.  Last year, when we were analysing our EQAO scores, we read the EQAO support document Summary of Results and Strategies for Teachers which suggested the use of Reciprocal Teaching to help students deepen their understanding when reading. 

This was interesting because last Spring, I went to see John Hattie speak at OISIE (thank you Regan for the invite!)  Hattie presented on the information in his book Visible Learning.  Basically, Hattie conducted a meta-analysis of over 800 of the different teaching strategies, initiatives, and factors we typically believe impact student achievement and ranked them according to their effect size on student achievement.  The results were pretty surprising.  Much of what we do in teaching has little or no impact whatsoever.  However, Reciprocal Teaching was ranked 9th in its effect size.  (To see the slides from his presentation click here; it is pretty powerful stuff!)

I spent the month of September getting to know my students as readers.  Most of October was spent frontloading our Reading Goal - being metacognative readers and matching students with appopriate texts.  Finally, in November, I was ready to create our Literature Cirlces. 

As you know if you've been reading my previous posts, I've been reading Iqbal to my students.  We tried using Today's Meet several times to have some of the students post what they were thinking as we read. This was very valuable because it showed other students what thinking goes on in a person's head while they are listening to and attempting to make sense of an oral text.  But we only did it a few times because my students found it difficult to read the text on the screen and follow along with the story.  We then switched to using an On-line Discussion Forum after the Read Aloud.  This was much more successful.  It allowed the students to see what a person is thinking after hearing the text.  But they still need to know what people are thinking DURING reading, (or in this case listening).

I then introduced my students to the new teaching strategy "Reciprocal Teaching".  I explained why we were doing it, and I also admitted that I had never used this strategy before, that it was an "experiment" and would be new learning for all of us.  I think it is important to include students in why you are doing what you are doing and let them know that their input and feedback is important and necessary.  We practised using the strategy while I read Iqbal aloud.

Reciprocal Teaching is a small group reading strategy.  One student is chosen to be the "leader".  But all group members are responsible for all parts of reciprocal teaching.  It encourages dialogue as opposed to "sharing".  Students ask questions about what they have read, (we use a Q-chart to help come up with "thick" and "thin" questions), they seek clarification for words or selections of the text that they don't understand, they summarize what they have read, and they make meaningful predications.  You can find more about Reciprocal Teaching from the website Reading Rockets.

I put the students into their Literature Circle groups and introduced each group to their novel.  I used Guided Instruction to help them through their first attempt at Reciprocal Teaching.  I am very lucky in that I have an awesome student teacher.  We do a lot of co-teaching, and because I have her, we can each do Guided Instruction simultaneously.

I found a PDF worksheet on the Reading Rockets website that I have adapted for my students.  I think there has to be a written component to help keep the students on track and to make them accountable for their conversation.  I encourage them to use jot notes, the worksheet is more for them than for me.

Here are some samples from my class.  If you click on them, they will appear larger in a new window.

This is one we did together during Guided Reading.

                   This is one another group did on their own during their Literature Circle.

Click here to get a copy of this Word Document that you can edit for your students and a copy of our Q-chart or Questioning Grid.

New Books!

I just finished putting in my first Scholastic Order of the year.  After 2 years of working as a Literacy/Numeracy Coach, this truly is a momentus occasion.  Once of my most favourite things to do is order new books for the classroom!

My colleague, Amy, shared a great idea with me.  She suggested that I start a "Scholastic Wishlist".  The kids thought this was a great idea, so they listed all of the books that they would like to get from Scholastic, but couldn't afford.  Using my coupons, (over the years I've managed quite a collection), I was able to order more than half of the books on their list.  I can't wait to see their faces when their orders come in!  I love ordering from Scholastic because their selection is so good, their books are affordable, they are so easy to deal with, and their "Free Picks" and Coupons are awesome!  They really help you to build up your classroom library quickly!

I love placing my orders through their Clubs Online.  It is so easy and convenient.  And no, I don't work for Scholastic, but I do love their website.  They have great teaching resources on there as well.
http://www.scholastic.ca/

Several of my boys claimed that they are not readers and don't like reading.  In June, in anticipation of my move back into the classroom, I ordered a series of books called Orca Currents.  These novels are high-interest low-vocab books.  I find that they really appeal to boys.  They are short, so kids who have not yet developed reading stamina can get through them quickly, and although they are written at a lower reading level (Grade 2, 3 and 4  levels) they deal with contemporary issues that would interest 11, 12, and 13 year olds.  They are also written by well-known and well-loved authors like Eric Walters.  Not only that, but the covers are great.  We made a list of how we choose books, and we decided that YES, WE DO JUDGE BOOKS BY THEIR COVERS!  My boys are LOVING them!

As you may have guessed, my classroom library is now fully operational.  The students organized it all themselves, as planned, so they know where any book can be found. 

Today I started conferencing with individual students about their reading.  I started with the students who had low scores on our benchmark reading assessment.  Even though we have had several lessons on how to choose an appropriate book I find that at least half of my students don't seem to realize when a book is just way too difficult for them.  It's no wonder they don't like reading!  I mean, would you like skating if every pair of skates you ever wore were too big! 

For our Reading Conference, I always ask the students to "Bring me a book you read well".  Then I ask them to say why they chose the book, what it is about, and whether it is easy, hard, or just right for them.  Then I do an "over-the-shoulder miscue analysis" as they read a page aloud.  Then we usually have a discussion about their strenghts, and set some goals for what they need to work on. With my low readers, I usually then take them to the class library to help them select a new book.  They really need to be explicitly taught how to find a book that they can read and enjoy!  They are always amazed to find out that wow, they really can enjoy reading if the book is a good fit!

My Feet Hurt!

Well, the first week went smoothly and according to plan!  Yay!   I feel very lucky; my kids are adorable and very keen.

I gave them each a whiteboard and they are loving those.  (My friend and virtual teaching partner, Terri, gave me the idea of buying a sheet of whiteboard at Home Depot and cutting into into small individual boards.  The price was just over a dollar board!)  I am using them for formative assessment (as suggested in Dylan William's Embedded Formative Assessment,which Terri suggested I read) all day, but especially during Math.  I will frequently ask them a quick question that they have to solve on their boards, then hold up.  They will look at what others have put, sometimes change their minds, sometimes start defending their answers.  It has led to some great classroom discussions, but also quickly tells me who knows what.  I find that it has helped give the quiet ones a "voice".

I'm also using a "random name generator".  It is a free app called "Stick Pick".  I pass the IPad onto a student, and they click on "Stick Pick" which randomly names one of the students in the class.  I'm using this during class discussions.  The students are only putting up their hands to ask questions, not to answer them.  This way we get to hear from everyone.  We are only four days in and I think every single one of them is now comfortable saying "Well, I don't really know, but if I had to guess...."  The first few times I got a lot of "I don't know"s, but I used Debbie Diller's line "I know you don't know, but if you did know, what would it be?"  It's like magic.  I've also increased my wait time, (that is the hardest part), AND waiting AFTER the child has responded.  If I don't say anything after they comment or answer, they start feeling the need to elaborate.  Another of Dylan William's ideas that I am finding works wonders.

My classroom library still isn't opened yet, but it's almost ready.  I've been introducing about 100 books a day.   I am down to my last bin (out of 8).  The kids are practically salivating over the books, "Can I just keep this one in my desk", "Can I place a hold on this one", "Can I borrow a book to show my mother".   It is hilarious!  They even went to the librarian at recess and asked her if she would let them take some books out because they NEED to READ!  The funniest part is that I surveyed them on the first day of school and all but 5 said they don't like to read!

So all is going splendidly well.  On Wednesday I will start my formal diagnostic assessments.  In our Board we do a Reading Comprehension assessment and a Writing assessment.  I also like to use the PRIME Math Assessment Tool for Number Sense. 

Once the class library is officially opened, and each of the students has selected an appropriate text, I will begin building their independent reading stamina.  I use the Two Sisters' methods (from Daily 5).  Each day we will read for longer and longer periods of time.  Then, once they can read independently for 20 minutes, I will begin my Reading Conferences, meeting with 3 to 4 students per day to assess their reading and help them set reading goals. 

Yes, it is wonderful to be back! But man, do my feet hurt!!!!