HelpTeensRead has added a new resource to Teachers Pay Teachers (TPT). It has been a busy time for us both. We will try to be more diligent in posting resources in the future. Please respond to this post to let us know what types of resources interest you. Our literacy resources are intended to support secondary literacy intervention and secondary disciplinary literacy strategy instruction.
Below is the explanation offered as part of the resource:
Our district secondary intervention requires reciprocal teaching as a way to encourage discussion and blend the strategies learned in class. Although we started with the brilliant resources of Lori Oczkus (Reciprocal Teaching at Work), over the last decade, Help Teens Read teachers (Brian Hubbard and Tracy Cooper) have developed many variations on the reciprocal teaching techniques to scaffold and deepen student literacy skills through discussion with other learners. Our most successful variations and extensions have been in core content classes where we support literacy skills in disciplinary reading.
At the upper middle and high school levels, our goal is authenticity of skill use. We build reciprocal teaching processes for meaning making strategies directly through the annotation of text. We focus on disciplinary text and current events that build the students’ vocabulary and background knowledge. We want students to apply the skills of developing predictions, clarifying confusion, asking questions, retelling and summarizing as they encounter complex text in school and life.
(Rationale for adding retelling, see Emily Kissner, 2006)
The discussion card set provided is one example of how we guide students through individual roles as they read segmented text (3-5 chunks with stopping points, see simple example provided) that allows for strategy application. Each discussion card provides a student with a guide for their assigned role as he participates in the collaborative group. Traditional reciprocal teaching groups have four roles. We have embedded a process for students to stop, think, and retell (a 5th role) in order to address confusions and misconceptions along the way.
The role cards can be used in many ways. Here are some example:
- The roles can be assigned as differentiation to address students specific skill needs. The role cards can stay with one student for the whole text or be shifted at each stopping point when you feel students understand process and product for each role.
- The teacher may wish to add the strategies as the students work toward autonomy. For example, a teacher may wish to explicitly support the retelling process and allow students to read text in pairs and take turns reading, retelling, and adjusting the retell. Maybe students are struggling with questioning and clarifying, the teacher may have students use only these strategies during reciprocal teaching until these skills are strong enough to blend with the other strategies.
- After you teach each strategy through explicit and guided instruction, you may wish to only add that strategy to reading and retelling. For example, one student may read a chunk of text, the next student may retell (students will discuss accuracy) and then the third student may adjust predictions. These roles may stay stable for this whole text, or students shuffle at the end of each chunk. Once you teach the next strategy, clarifying for example, then add that strategy to the discussions.
Whatever process you choose, you may ask students to individually or collaboratively write a summary at the end of the RT discussion. Monitoring the reciprocal teaching discussion, student annotations, and the summaries allows you to adjust instruction for areas of strength and weakness.
This TPT resource includes PDFs for five role cards (example in image above), a sample text that shows how we chunk text for this variation on reciprocal teaching, and the explanation shown above. If you find a reason to use this resource, please leave a rating. We like to know if it is useful to you. Please feel free to contact me through the blog with any questions.