These are the lessons that would be used in training my classes in the parts of our Super Six reciprocal teaching. The ideas are based on reading strategies used to improve comprehension as a part of a balanced literacy program. For further reading, please see Lori Oczkus' book Reciprocal Teaching at Work.
8. GOOD READERS … Make connections Make predictions Ask questions before, during, and after reading Clarify Summarize what was read Visualize or “picture in their head” Synthesize Evaluate
9. What can a reader do to read and learn from difficult texts? SUPER SIX GROUPS TO THE RESCUE!
10. The SUPER SIX are parts of a TEAM. Together Everyone Achieves More
12. The PREDICTOR says ONE of the following: The group may say: Based on the title, we can predict this is going to be about ____. We think the next part will be about ____. Based on ____ (a clue), we predict ____. Based on what ____ said/did, we can predict .. “Let’s get started by reading the titles and headings.” “Let’s read the topic sentence of the next paragraph.” “Based on the title/ heading/ topic sentence, who can make a prediction?”
14. The LEAD READER says: The lead reader will choose HOW the group will read and may say : “Let’s read this next part… Silently Together quietly in a whisper To a partner” Can you read the next paragraph, please ? Help everyone read in the BEST way to reach your goal.
16. The QUESTIONER may ask: The group asks a few questions that they THINK they may need to answer to understand this text: Who is ____? What is/does ____? When is ____? Where is ____? Why is ____ important? Why does ____ happen? How is ____ like ____? What caused ____ to ____? Why does the author ____? Which sentence best tells ____? How is ___ an example of ___? Based on our reading, what do you think we are expected to know?
18. The CLARIFIER says: To make words and ideas clear, the group may try a fix-it strategy: Reread Look for little words inside big words Look for root words, prefixes or suffixes Look for commas, parentheses, or bold-face type Think of a similar word Substitute a word Use a reference Ask What parts do we need to make clear?
20. DOES IT LOOK RIGHT? DOES IT SOUND RIGHT? DOES IT MAKE SENSE? References like dictionaries, encyclopedias, and maps are useful to have on hand. Using other “fix it “ strategies help the group clear up any confusion about new words and ideas. Solving problems on your own within the group is a great teamwork tool.
22. The SUMMARIZER says: A group member may use a summary frame to say: SUMMARY FRAME: This story/passage about _________ begins with _________, discusses (or develops) theidea that _________, and ends with _________. “Please state the most important facts or parts of this passage.”
23. Connecting and Evaluating: Making Our Reading Real, Personal and Reflective BEFORE/ DURING READING: Connector AFTER READING: Evaluator Helps the group makes judgments Helps the group plug in links to other learning and joins parts together
24. The CONNECTOR/ EVALUATER may say: “ How would you rate this idea/ these ideas? Why? “Do you agree or disagree with this idea/ these ideas ? Why or why not?” This reminds me of something we talked about in class… EXPRESS YOURSELF! Opinions, thoughts, and feelings are okay!
25. Reading to learn can be easier and FUN when you can use the SUPER SIX! Ahh! The good ole days…NOT!
26. http://sophieandsadiesscholarlysite.blogspot.com/ References: Reciprocal Teaching by Lori Ozckus www.lindahoyt.com/Free!/Good%20Reader%20Strategies.pdf http://www.sanjuan.edu/webpages/gguthrie/resources.cfm?subpage=118703 http://www.printablereadinggames.com/room4/recip/ Presentation by FrancesCRichardson June 2011
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