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  • Guided Reading (During) : Reciprocal Teaching

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    Luqmanul Hakim
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    The document provides guidance on activities and strategies for guided reading sessions: 1. It outlines the roles of the teacher and students during guided reading - students read independently while the teacher observes, takes notes on comprehension, and provides scaffolding when needed. 2. Reciprocal teaching is described as a strategy where students clarify unknown words, summarize the main idea, ask and answer questions, and make predictions about the text. 3. The Directed Reading Thinking Activity (DRTA) strategy has students make and check predictions at stopping points chosen by the teacher to build inferring skills. 4. The SWBS strategy provides a summary format for students to identify somebody, what they wanted, why they couldn't get

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    Guided Readin1

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    The document provides guidance on activities and strategies for guided reading sessions: 1. It outlines the roles of the teacher and students during guided reading - students read independently while the teacher observes, takes notes on comprehension, and provides scaffolding when needed. 2. Reciprocal teaching is described as a strategy where students clarify unknown words, summarize the main idea, ask and answer questions, and make predictions about the text. 3. The Directed Reading Thinking Activity (DRTA) strategy has students make and check predictions at stopping points chosen by the teacher to build inferring skills. 4. The SWBS strategy provides a summary format for students to identify somebody, what they wanted, why they couldn't get

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
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    8 views3 pages

    Guided Reading (During) : Reciprocal Teaching

    Uploaded by

    Luqmanul Hakim
    The document provides guidance on activities and strategies for guided reading sessions: 1. It outlines the roles of the teacher and students during guided reading - students read independently while the teacher observes, takes notes on comprehension, and provides scaffolding when needed. 2. Reciprocal teaching is described as a strategy where students clarify unknown words, summarize the main idea, ask and answer questions, and make predictions about the text. 3. The Directed Reading Thinking Activity (DRTA) strategy has students make and check predictions at stopping points chosen by the teacher to build inferring skills. 4. The SWBS strategy provides a summary format for students to identify somebody, what they wanted, why they couldn't get

    Copyright:

    Attribution Non-Commercial (BY-NC)
    Download as DOCX, PDF, TXT or read online from Scribd
    Flag for inappropriate content
    of 3

    GUIDED READING (During)

    Students Each have a copy of the text Read independently Interact with text (take notes, underlines, use post-its, etc.) Request help when needed Teacher Observes the readers behaviors Takes anecdotal records Scaffolds as needed Checks comprehension Facilitates discussion

    Activity 1

    Reciprocal Teaching
    1. Clarify: words and phrases that you dont understand 2. Summarize: by stating the most important information in one sentence 3. Question: by asking quiz or teacher questions (ones with direct answers).Teachers ask 99% of the questions in the classroom, on average. The children should be the ones asking the questions. The children should also be asking I wonder questions while they read. (I wonder why the character acted that way?) 4. Predict: what will happen next or what information will come next? The teacher should validate or invalidate the childrens predictions as they go along. Good readers go back and change or adjust their predictions based on what theyve read.

    Activity 2 Directed Reading Thinking Activity


    DRTA teaches the skill of making predictions. Good readers make predictions and draw conclusions about their accuracy. Readers are not always right in their predictions, and shouldnt be. This is a way to build inferring skills. The teacher chooses starting and stopping places. (Where students make predictions and check accuracy of predictions, according to the text.)

    Prediction Recording Chart


    Prediction: What really happened?
    What do you think the story will be about? Why do you think that will happen? Did your predictions happen? If Yes: Explain how your predictions happened. What do you think will happen next? Why do you think that will happen? If No: What happened instead of your predictions? What do you think will happen next? Why do you think that will happen?

    PREDICTION RECORDING CHART


    PREDICTION 1. 2. 3. 4. 1. 2. 3. 4. WHAT REALLY HAPPENED

    Activity 3 SWBS (somebody wanted but so)


    This is a summary strategy. Student can use this to get the key ideas. Students have to think who did what (somebody) and what they want (wanted) and then examine why they werent able to get it (but) and draw conclusion (so) about the conflict and resolve it. SOMEBODY 1. 2. 3. 4. WANTED BUT SO

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