Narrowing the Achievement Gap through Reciprocal Teaching Amy

Narrowing the Achievement Gap through Reciprocal Teaching Amy Curtis - Instructional Coordinator for Twality Middle School acurtis@ttsd. k 12. or. us Carrie Stock - English Teacher at Twality Middle School cstock@ttsd. k 12. or. us

2

Why Reciprocal Teaching? To be a nation of readers would mean being a nation of thinkers, if your synonym for reading is thinking not completing. - Bob Probst 3

Let’s look at some results! 2015 -16 (6 th grade) - No RT practices Total proficient/advanced: 70% White students: 79% Students of color (excluding Asian): 50% 2016 -17 (7 th grade) - RT introduced but not done regularly throughout the year Total proficient/advanced: 80% White students: 80% Students of color (excluding Asian): 52% Negligible closing of the achievement gap (1%) 4

2016 -17 (6 th grade) - No RT practices Total proficient/advanced: 71% White students: 81% Students of color (excluding Asian): 46% 2017 -18 (7 th grade) - RT practices throughout the year Total proficient/advanced: 75% White students: 83% Students of color (excluding Asian): 58% Achievement gap closed by 10% 5

Activity #1 Count off 1 to 4 Read the section: How Reciprocal Teaching Fits into the Literacy Program As a group of 4 answer these prompts: What jives with what you are already doing? What is something new you’ll bring back to your own teaching? What wondering do you have?

As you are watching the video, note 2 -3 things that you notice the students saying to one another regarding the strategies. Be prepared to share one.

Add student RT video clips 8

I heard…. This is a quick whip around (30 seconds for each group member)

Practice Skim the instructions for your reading strategy and be prepared to apply that skill to a short text. As a group, chunk “The Cricket War” by Bob Thurber into two parts. Read only the first partand highlight anything that will help you to do your strategy. Fill in the graphic organizer and be prepared to discuss with your group. 10

Reciprocal Teaching Groups ● Once everyone is finished reading, the Summarizer begins by summarizing the main points of the first chunk. Open it up to the group to see if anyone wants to add anything. ● The Clarifier or the Questioner could go next. It really doesn’t matter; you just want your conversation to be natural. Group members should help to answer anything posed by the clarifier and should discuss possible answers to the questions. Group members may also pose additional questions. ● Finally, the Predictor discusses the predictions made from the first chunk and can give a prediction for where the story is headed. ● Repeat the process with the second chunk of reading. 11

Reflect Take 3 minutes to discuss this RT process with your group. How might you use these strategies in your own practices?

Add Book Club #3 Video 13

Reciprocal Teaching Works! “. . . Hattie's research (2008) points to the consistent success of reciprocal teaching and its promise of. 74 growth—or almost two years [growth] in just one school year! … he looked at over 800 studies and 138 different practices and their effect sizes. Hattie ranks practices according to their effectiveness in yielding results with students, and reciprocal teaching ranks ninth (out of 138 practices) for its power to yield results! These exciting results, drawn from 15 years of studies, point to reciprocal teaching as a proven teaching strategy that has a strong effect on student achievement. ” Taken from the book: Reciprocal Teaching at Work: Powerful Strategies and Lessons for Improving Reading Comprehension by Lori Oczkus 14

What is 1 -2 takeaways about Reciprocal Teaching?

Reciprocal Teaching Resources The Fab Four: Reciprocal Teaching Strategies - Online article by Lori D. Oczkus Reciprocal Teaching at Work: Powerful Strategies and Lessons for Improving Reading Comprehension - Book by Lori D. Oczkus Visible Learning for Literacy - Book by Douglas Fisher, Nancy Frey, and John Hattie The Cricket War - Short story by Bob Thurber 16