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Kate Cervone Topic: Reciprocal Reading

Grade: 4 Content Area: Reading, ELA

INSTRUCTIONAL OBJECTIVE Following the teacher reading a book called The True Story of the Three Little Pigs by John Scieszka, the students will divide into small groups to analyze the story. Each group will review the story and write a few sentences explaining the perspective of the story from each of the characters point of view. The characters include Pig 1, Pig 2, Pig 3 and the Wolf. They will do this with 100 percent accuracy. STANDARDS AND INDICATORS English Language Arts Standard 1: Language for information and understanding: Students will listen, speak, read and write for information and understanding. As listeners and readers, students will collect data, facts and ideas; discover relationships, concepts and generalizations; and use knowledge generated from oral, written and electronically produced texts. As speakers and writers, they will use oral and written language that follows the accepted conventions of the English language to acquire, interpret, apply and transmit information.  This will be evident when the students read and analyze the story of The True Story of the Three Little Pigs by John Scieszka in small groups and write a few sentences explaining each of the characters perspective of the story. MOTIVATION The teacher will role- play and dress up as the wolf in the story of The True Story of the Three Little Pigs by John Scieszka. MATERIALS         Storybook: The True Story of the Three Little Pigs by John Scieszka. Pencils Construction Paper Ribbon/Yarn Crayons Scissors Index Cards The True Story of the Three Little Pigs audio cd

STRATEGIES     Hands- on instruction Direct Instruction Indirect Instruction Small Groups ADAPTATIONS For the student with an anxiety disorder extra encouragement for the completion of the lesson and assignment will be given along with extra time for the task at hand. DIFFERENTIATION OF INSTRUCTION Since all students do not learn in the same manner the students will be separated by learning style perceptual preferences.    The tactile and kinesthetic learners will conduct a role play of the different character perspectives in the story of The True Story of the Three Little Pigs by John Scieszka. The visual learners will have The True Story of the Three Little Pigs by John Scieszka put up on an overhead projector, to see the pages closer during the reading. The auditory learners will listen to a reading of The True Story of the Three Little Pigs by John Scieszka on a CD. DEVELOPMENTAL PROCEDURES 1. The students will review The True Story of the Three Little Pigs by John Scieszka in small groups. (What was the story about? Who are the main characters in the story? Where does the story take place? What was the problem in the story? What was the solution?) 2. After the students reviewed the story of The True Story of the Three Little Pigs by John Scieszka they will analyze the story in a class discussion by clarifying, summarizing, predicting and questioning the story’s events. The students will then write a few sentences explaining the perspective of the story from each of the characters point of view in a reciprocal reading format. The characters they will write a few sentences about Pig 1, Pig 2, Pig 3 and the Wolf. (What does writing about a characters perspective mean? What is your favorite character of the story and what is their perspective? What other fairytales can have another characters perspective to the story? Have you ever told a story from your own perspective? If yes, what was your point of view of the story?) 3. After the students worked in reciprocal reading groups analyzing the different perspectives of the characters in the story, they will make reciprocal reading bookmarks to serve as a reminder of the reading comprehension strategies associated with Reciprocal Teaching. (What is reciprocal reading? What does the role of the clarifier do? What does a summarizer do? What does the predictor do? What about the role of the questioner, what are the responsibilities of this person? Does the reciprocal reading method help you to understand the information you read? Why? Why or why not? Do

you know of any other reading methods? Which one? Which reading method do you like best? Why?) 4. After the students created reciprocal reading bookmarks, they will the make colorful task cards of the different reciprocal reading roles. They will then break up into groups of four where each student will take a turn’s utilizing each role as they read from another fairytale story of their choice. (What are the different roles of reciprocal reading? What does clarifying mean? What role do you like best? Why? What do you do when you feel these feelings?) ASSESSMENT The teacher will observe the students as they are writing their ideas to what they believe the characters in the story of The True Story of the Three Little Pigs by John Scieszka are. The teacher will make sure they are writing a different perspective for each character. The teacher will also watch the students as they create their reciprocal reading bookmarks and task cards to make sure they are inputting the correct information on reciprocal reading into them. INDEPENDENT PRACTICE The teacher will ask the students to complete a reciprocal reading worksheet for homework on a short story of their choice. The worksheet will be reviewed in class the following day.

FOLLOW-UP Academic Intervention: For the students who did not meet the objective of the lesson a one-onone session reviewing the different tasks to reciprocal reading will be given. Academic Enrichment: For the students who easily meet the objective of the lesson, they will write a newspaper article following up on the story, as if they were the reporters at the end. They will be required to identify the who, what, where, when, why of the story with their own creative flair. This assignment should be written in a well-constructed essay. REFERENCES Almasi, J. (2003). Teaching strategic processes in reading. New York, NY: The Guilford Press. Leap into comprehension with Reciprocal Teaching. Retrieved from: http://www.liberty.k12.ga.us/jwalts/reciprocal_teaching.htm Oczuks, L. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, DE: International Reading Association. Walker, B. (1988). Diagnostic teaching of reading. Columbus, Ohio: Merrill Publishing Co.

Reciprocal Teaching: A reading strategy. Language Arts Cadre 95 of the San Diego County Office of Education. http://sdcoe.k12.ca.us/score/promising /tips/rec.html

Student Name: _______________________ Reading Assignment: __________________________

Date:________________

Reciprocal Teaching Strategies Worksheet
Prediction Before you begin to read the selection, look at the main title, scan the pages to read the major headings, and look at any illustrations. Write down your prediction about what the story or article will be about: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

List Main Ideas As you finish reading each paragraph or key section of the passage, summarize the main idea of that paragraph or section in one or two complete sentences. Generate Questions For each main idea listed, write down at least one question that the main idea will answer. Good questions should include words like who, where, when, why, and what. Main Idea 1: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Question 1: __________________________________________________________________ __________________________________________________________________ Main Idea 2 __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

__________________________________________________________________ __________________________________________________________________ Question 2: __________________________________________________________________ __________________________________________________________________ Main Idea 3 __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ Question 3: __________________________________________________________________ __________________________________________________________________

Clarifying Copy down any words, phrases, or sentences in the passage that are unclear: __________________________________________________________________ __________________________________________________________________ __________________________________________________________________ __________________________________________________________________

RECIPRICOL READING TASK CARDS

RECIPRICOL READING BOOKMARKS

TRAIN YOUR BRAIN TO READ BOOKMARK

Make a PREDICTION when: • a title is given • headings are provided • the author poses a question in the text • the text suggests what will be discussed next Prediction stems: • Based on the title, I predict this is going to be about... • I already know these things about the topic/story... • I think the next chapter/section will be about... • Based on... (a clue), I predict... • Based on what ___ said/did, I predict...

Ask TEACHER-LIKE QUESTIONS: • Who is ___? • What is/does ___? • When is ___? • Where is ___? • Why is ___ significant? • Why does ___ happen? • What are the parts of ___? • How is ___ an example of ___? • How do ___ and ___ compare? • How are ___ and ___ different? • How does ___ happen? • What is most important ___? • What is your opinion of ___?

CLARIFY hard parts when: • you don't understand • you can't follow the text • you don't know what a word means Clarifying stems: • I don't really understand... • A question I have is... • A question I'd like answered by the author is... • One word/phrase I do not understand is...

VISUALIZE a picture in your mind: • When I read this, I imagine that... • As I read, in my mind I see...

How to do a SUMMARY: • Look for the topic sentence. • Look for who, what, when, where, why, and how. • Omit unnecessary information. Summary Stems • This story/paragraph is mostly about... • The topic sentence is... • The author is trying to tell me... A framed summary sentence: This story/passage about ___ begins with ___, discusses (or develops) the idea that ___, and ends with ___.