Information about the strategy:
Reciprocal teaching is best used in small groups. This strategy monitors comprehension by assigning the students a role to complete while they are reading the text. The main four roles are: predictor, classifier, questioner, and summarizer. After these four roles are mastered, argumentation and explanation can be added. The teacher needs to model how to use this strategy to ensure the students are comprehending the text using this strategy. This strategy can be use across all content areas to aid in reading comprehension. How this strategy can be used in a classroom: The first way this strategy can be used in the classroom is by having the students break up in small groups. Each student in the group would be assigned one of the roles to complete while they read the text. The group would then read the text together. After the students would engage in a discussion where each students would get a chance to fulfill their role. The second way this strategy can be used in the classroom is as homework. All students could be assigned a portion of a text to read at home. They could also be assigned one of the roles to complete. The next day the class could engage in a discussion about the text and each student would bring forth the information they found while they were completing their role in reciprocal teaching. A third way this strategy could be used is the students are given a graphic organizer to fill out while they read a text. They would fulfill each role on their own while they are reading their text to ensure the students are all comprehending the text to the fullest. Writing standard:
This strategy would fall under writing standard W9. That standard is draw evidence from literary or informational texts to support analysis, reflection, and research. |
Research:
Students who receive training in this strategy make lasting gains in reading comprehension. Also, reciprocal teaching can be used as a base for engaging in a wider array of literacy skills and inquiry in various subject areas. (Miller, 2011). Reciprocal teaching helps to encourage students to think about their though process while reading. It also helps students learn how to monitor their comprehension as they read a given text. Lastly, it helps teach students to ask questions during reading that helps them to better understand the text. (Reciprocal Teaching, n.d.). Video examples and explanations:
This video discusses reciprocal teaching successfully in the classroom. This is just one way this strategy can be used in the classroom. This video also discusses the different roles the students may have. It discusses what the jobs are for each of those roles and some examples of how to succeed in the role.
This video talks about this strategy and what the different roles are when using this strategy. This video gives and example of students using this strategy with the text, Hatchet.
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Example:
Sources:
Miller, M., & Veatch, N. (2011). Strategies to Increase Comprehension. Literacy in context (LinC): choosing instructional strategies to teach reading in content areas for students grades 5-12 (). Boston: Pearson.
Reciprocal Teaching. (n.d.). Reading Rockets. Retrieved July 22, 2014, from http://www.readingrockets.org/strategies/reciprocal_teaching
Miller, M., & Veatch, N. (2011). Strategies to Increase Comprehension. Literacy in context (LinC): choosing instructional strategies to teach reading in content areas for students grades 5-12 (). Boston: Pearson.
Reciprocal Teaching. (n.d.). Reading Rockets. Retrieved July 22, 2014, from http://www.readingrockets.org/strategies/reciprocal_teaching