Developing Strategic Readers Developing Strategic Readers Dr. Connie Cain FLaRE Coordinator Just Read, Florida! cecain@mail.ucf.edu.

DevelopingDeveloping Strategic Readers Strategic Readers

Dr. Connie CainDr. Connie CainFLaRE CoordinatorFLaRE CoordinatorJust Read, Florida!Just Read, Florida!cecain@mail.ucf.educecain@mail.ucf.edu

Who wants to improve Who wants to improve

their students’ their students’

reading comprehension?reading comprehension?

Researchers found that reading Researchers found that reading comprehension can be increased…comprehension can be increased…

In 15 to 20 days,In 15 to 20 days, From 30% to 80% on comprehension testsFrom 30% to 80% on comprehension tests With strong results for struggling readers from low With strong results for struggling readers from low

achieving urban areasachieving urban areas With students in primary through secondary gradesWith students in primary through secondary grades In large group settings and peer led groupsIn large group settings and peer led groups And the students maintained comprehension skills And the students maintained comprehension skills

when tested a year later.when tested a year later.

According to Lori D. Oczkus in According to Lori D. Oczkus in Reciprocal Teaching at Work: Strategies for Reciprocal Teaching at Work: Strategies for Improving Reading ComprehensionImproving Reading Comprehension, in studies by Palinscar and Brown, , in studies by Palinscar and Brown, 1984; Palinscar and Klenk, 1991, 1992; Cooper, et. al. 2000; and Carter, 1984; Palinscar and Klenk, 1991, 1992; Cooper, et. al. 2000; and Carter, 1997.1997.

What is this magic method?What is this magic method?

Rosenshine & Meister (1994) reviewed 16 Rosenshine & Meister (1994) reviewed 16 studies and found that reciprocal teaching studies and found that reciprocal teaching is a technique that improves reading is a technique that improves reading comprehension.comprehension.

Lori D. Oczkus. (2005). Reciprocal Teaching at Work

Reciprocal TeachingReciprocal Teaching

What social skills do What social skills do students need to work students need to work effectively in groups?effectively in groups?

Find Someone Who…Find Someone Who…

Find Someone Who… DirectionsFind Someone Who… Directions

Find Someone Who… Record SheetFind Someone Who… Record Sheet

Essential Social Skills for Group WorkEssential Social Skills for Group Work

What are the social skills needed What are the social skills needed for effective group work?for effective group work? Take turns & share air-

time Listen Actively

Make eye contact Lean in, nod

confirm Pull other people in Ask follow-up questions Be tolerant of others’

ideas

Piggyback on ideas of others

Speak up when you disagree

Disagree constructively Stay focused, on task Support your views

with the text Be responsible to the

group

What is a proficient reader?What is a proficient reader?

“Proficient readers monitor their comprehension during reading they know when the text they are reading or listening to makes sense, when it does not, what does not make sense, and whether the unclear portions are critical to the overall understanding of the piece.”

E. O. Keene & S. Zimmermann. (1997).Mosaic of Thought, p. 43

What is a strategic reader?What is a strategic reader?

“A strategic reader has the personal understandings, skills, and motivation to consciously and unconsciously select and integrate many sources of information when reading and thinking about text…

that is being an active reader thinking before, during and after reading to make sense of and use texts.”

Connie Cain, discussion quote from Connie Cain, discussion quote from reading class lecture at UCF, RED 5514, 2005reading class lecture at UCF, RED 5514, 2005

Instructional PracticesInstructional Practices

versusversus

Strategic BehaviorsStrategic Behaviors(Strategies)(Strategies)

(Instructional practices are often referred to as (Instructional practices are often referred to as “strategies” which causes confusion.)“strategies” which causes confusion.)

Instructional PracticesInstructional Practices

versusversus

Strategic BehaviorsStrategic Behaviors

Instructional Practices Instructional Practices are what teachers do are what teachers do

to teach the to teach the “in the head” work “in the head” work

that effective readers dothat effective readers doto comprehend text.to comprehend text.

Instructional PracticesInstructional Practices are used to are used to teach teach Strategic BehaviorsStrategic Behaviors..

Instructional PracticesInstructional Practices(teacher methods)(teacher methods)

Developing Social SkillsDeveloping Social Skills Reciprocal TeachingReciprocal Teaching Discussion GroupsDiscussion Groups Think AloudsThink Alouds Anchor Lessons for Strategic Anchor Lessons for Strategic

BehaviorsBehaviors Mini-lessons for social, Mini-lessons for social,

cognitive, or literary skillscognitive, or literary skills Text CodingText Coding JigsawJigsaw AssessmentAssessment

Strategic BehaviorsStrategic Behaviors(in the head thinking processes)(in the head thinking processes)

Monitoring / MetacognitionMonitoring / Metacognition Previewing*Previewing* Knowing how words workKnowing how words work Identifying text patternsIdentifying text patterns Self-questioning*Self-questioning* Making connectionsMaking connections VisualizingVisualizing InferringInferring Determining ImportanceDetermining Importance SummarizingSummarizing Evaluating/ Author’s CraftEvaluating/ Author’s Craft

Instructional PracticesInstructional Practices

Developing Social SkillsDeveloping Social Skills Reciprocal Teaching*Reciprocal Teaching* Discussion GroupsDiscussion Groups Think AloudsThink Alouds Anchor Lessons for Strategic Anchor Lessons for Strategic

BehaviorsBehaviors Mini-lessons for social, Mini-lessons for social,

cognitive, or literary skillscognitive, or literary skills Text CodingText Coding JigsawsJigsaws Written DiscussionsWritten Discussions AssessmentAssessment

Strategic Reading BehaviorsStrategic Reading Behaviors

Monitoring comprehensionMonitoring comprehension Predicting*Predicting* Knowing how words workKnowing how words work Identifying text patternsIdentifying text patterns Generating questions*Generating questions* Making connectionsMaking connections VisualizingVisualizing InferringInferring Determining ImportanceDetermining Importance Summarizing*Summarizing* Evaluating/ Author’s CraftEvaluating/ Author’s Craft

Reciprocal Teaching Reciprocal Teaching

PredictingPredicting QuestioningQuestioning ClarifyingClarifying SummarizingSummarizing

All the other strategic behaviors fall under All the other strategic behaviors fall under the category of Clarifyingthe category of Clarifying

ClarifyingClarifying

Clarifying hinges upon the reader monitoring Clarifying hinges upon the reader monitoring comprehension and then (the reader) doing comprehension and then (the reader) doing something to make sense of the text when something to make sense of the text when meaning is lost or confusing.meaning is lost or confusing.

Teach Social SkillsTeach Social Skills

What should group work look like?What should group work look like? What should group work sound like?What should group work sound like?

““It is difficult to be mean to someone you It is difficult to be mean to someone you know.”know.”

Find Someone Who …Find Someone Who … Membership GridsMembership Grids

TopicsGroup Members

Name Name Name Name

Membership GridMembership Grid

How do you teach the technique of How do you teach the technique of reciprocal teaching?reciprocal teaching?

By By modelingmodeling using “think alouds” using “think alouds” By By slowing downslowing down the reading process the reading process By scaffolding with By scaffolding with guided practiceguided practice By teaching By teaching social skillssocial skills for effective group work for effective group work By teaching students to think about and reflect on By teaching students to think about and reflect on

their strategic behaviors (metacognition)their strategic behaviors (metacognition) By By using mini-lessonsusing mini-lessons to advance learning to advance learning

Teachers will find a need to write Teachers will find a need to write your own Mini-lessons and Anchor your own Mini-lessons and Anchor Lessons using resource books Lessons using resource books and a variety of texts, such as and a variety of texts, such as picture books and news articles.picture books and news articles.

Here is a flowchart for developing Here is a flowchart for developing mini-lessons.mini-lessons.

Adapted from Literature Circles Heinemann Institute:

Building Better Student Book Clubs K-12 , Harvey Daniels, 2006.

“I’ve notice a problem…” OR Let’s try something new…”

Teacher explains why it mattersAND

Teacher connects to own reading or group work

Guided Class Meeting Students brainstorm solutions Teacher adds own ideas Students choose a solution Students commit to implement

Skill or Strategy Lesson Define skill/strategy Practice with short text Share responses Students commit to implement

Groups meet and apply mini-lessons

▼

Debrief outcomes

Adapted from Literature Circles Heinemann Institute: Building Better Student Book Clubs K-12 , Harvey Daniels, 2006.

Explicit Scaffolded InstructionExplicit Scaffolded Instruction

Tell ThemTell Them Show ThemShow Them Think AloudThink Aloud Model AgainModel Again Guided Practice / Reciprocal TeachingGuided Practice / Reciprocal Teaching

Fish Bowl – Jigsaw – Record Sheets - BookmarksFish Bowl – Jigsaw – Record Sheets - Bookmarks More Practice moving in small steps toward More Practice moving in small steps toward

Independent Work Independent Work Mini Lessons based on observations- cognitive, social & Mini Lessons based on observations- cognitive, social &

literaryliterary

ScaffoldingScaffolding Anchor Lessons for 8 strategies (Develop your own)Anchor Lessons for 8 strategies (Develop your own) Think Alouds (Write your own / sample)Think Alouds (Write your own / sample) INSERT (Teach them to Code)INSERT (Teach them to Code) Cooperative Table Groups (Fish Bowl)Cooperative Table Groups (Fish Bowl) Mini-lessons (Write your own)Mini-lessons (Write your own) Role Cards (Make Them)Role Cards (Make Them) Bookmarks (Copy)Bookmarks (Copy) Table Group Summaries (Copy)Table Group Summaries (Copy) Literature Discussion Sheet (Copy)Literature Discussion Sheet (Copy) Self-Assessment Form RT Literature Circles (Copy)Self-Assessment Form RT Literature Circles (Copy) Using the RT Team when reading (Independence)Using the RT Team when reading (Independence)

Simulation ActivitySimulation Activity

Divide students into groups of 4 eachDivide students into groups of 4 each Find Someone Who…Find Someone Who… Membership GridMembership Grid Role SheetsRole Sheets Annotated Reading & Text CodingAnnotated Reading & Text Coding Record SheetRecord Sheet Roles should only be temporary and lead to Roles should only be temporary and lead to

independenceindependence Use a variety of support to teach the processUse a variety of support to teach the process Teach for Independence and Flexible ThinkingTeach for Independence and Flexible Thinking

Reciprocal Teaching at WorkReciprocal Teaching at Work

ResourcesResources

Billmeyer, R., & Barton, M. L. (1998). Teaching reading in the content areas: If not me, then who? Aurora, Co: McREL.

Heinemann Professional Development (2006). Literature circles: Build a better book club K-12. Portland ME: Heinemann Workshops.

Keen, E. O., & Zimmermann, S. (1997). Mosaic of thought: Teaching comprehension in a reader’s workshop. Portsmouth, NH:

Heinemann.

Oczkus, L. D. (2003). Reciprocal teaching at work: Strategies for improving reading comprehension. Newark, DE: International Reading Association.