♪[theme music]
Okay, so today we're going to be reading a passage
in your reciprocal teaching groups, and we are going to focus on
the author's perspective.
So as you're reading, I want you to listen to what the author is saying and what
the author thinks because what the author is saying and thinks
is telling you what his perspective is.
And I'm gonna let your leaders go ahead and start your reciprocal teaching.
Get it? Go.
So today we're going to be reading this pashage-passage True Teamwork
and let's...underline the title.
And now let's number the paragraphs.
Reciprocal teaching is a high impact reading strategy that promotes
reading comprehension-student's reading comprehension.
And it involves uh small groups. So students get into small groups; they lead
and guide their discussions and they take on roles
and they are-engage actively in their reading.
I am the predictor and you have to predict what the passage is about.
Kiley, predict please...
based on the title.
I predict...this passage is about true teamwork.
I pre-I predict that true teamwork is going to be about people who are in a disaster
bec-because true teamwork is kind of like...
like...with...
teamwork you solve a problem so I bet that they're going to solve the...
problem of the disaster.
I think I should add on to Jocelyn’s. -Okay
-And I think true teamwork...they're not just...
it-doing it one by one. They're doing it together...
instead of just one person does everything and the other person-the other people
just sit down and watch.
Yes, because that's true teamwork.
Okay, let's write Kylie's prediction.
It's important to teach students how to make predictions before reading because
they can activate their prior knowledge. They can make connections with the text even
before they read the text. And it will give them a better idea of what they're about
to read.
...they can help more people than if they were alone and unprepared.
My job was clarifying, and I had to clarify all of the words.
I had to slow down when I saw the word Katrina.
-Okay, let's circle Katrina.
-I think I know what it is. -Hold on.
Do you have-do you....have any idea what you think it is?
-I think Katrina is like a country or like a place.
-I....agree. -I disagree with
her because I think it's a case in court.
-Okay. -And I think "Lousy-Ana" is
the one that's-that's a country or a city. -Louisiana?
-I think. I disagree with Julienne because I think they're both
cause on they way that they're using it like: on August 20...
29th. 2-20-2005 Hurricane "Karana" struck.
-I think "Karana"-Katrina is a a-um like a bad storm.
-I agree with Kylie actually. -I-I actually agree with her.
-Yeah, I actually agree.
-So let's write the defi-let's... -Okay, Katrina...
So clarifying is another good reading habit. Um...
When they're reading text if there's a word in there for example, constitution,
that keeps repeating, well obviously that's what the text is about. So if they don't
know what the meaning is then they have to clarify so that they can make meaning
of the text and have a better comprehension of what they're reading.
My role this week was the questioner. And what the questioner does is they ask
questions about this-that paragraph or the passage.
Um, my question is why do you think the author said, It is important to know
how to work as a team in an emergency.
Delilah?
-I think it is important to work as a team in an emergency because you don't know
if something bad could happen to someone. -And you could be more prepared.
The reason why they question is for example if we-if the purpose is to identify the
author's point of view, students might question why did the author do this? Why did the
author say that? Why did the author use this word? Um, so that students
know why they're reading and they're making those connections.
I'm the summarizer and I have to um...
um summarize what the story was about and highlight the key details from
the pass-the passage.
Okay, what do you need to summarize? -I think the main idea is that we do not
always know when a storm, flood, or other event is coming.
We would need magic powers or a fortune teller to know that.
-Okay, Michelle do you agree or disagree or do you want to add on?
-[teacher]After every paragraph they'll uh pull out the key details and at the very end
they'll use those key details to create a summary, find the main idea and create a
summary um that tells the main idea of the text.
Now my students are able to run their own discussions in they're reciprocal groups
and I just jump around and I facilitate. I'll jump in there. I'll ask them some
questions. Sometimes I'll just stand back and listen to their discussion.
But if I want to go deeper, I'll just go in there and try to facilitate and maybe
you know get them to think a little higher. Or if they're not finding
for example the author's point of view I might ask them some questions, so at this
point, they are running their reciprocal teaching groups independently and I'm
just facilitating.
...and can work as a team makes everyone feel better.
I think um he's saying everyone in the team-in the team feels better.
-When they work... -together.
-Okay, so would you suggest that that is what the author is thinking?
Okay and it's cited-right? You can cite that right there. Right?
Okay. Very good. -Good job Elijah. -Yay.
-Does anyone want to add onto that?
-Um, I would like to add on. Um...
maybe, you could add, uh...
He-the author said that because like...
if you don't know when it's going to happen, you could stay as a group with...
-[teacher] So every student is accountable, and they will have to either add to,
make connections, ask questions, make predictions, or summarize.
And so if they're all engaged then their comprehension um increases.
-Michelle. -Yeah, I also agree with her and Delilah
because like she said, it's their job to protect other people.
-Okay. Let's write it down.
♪[theme music]