Adapted by Mary Ellen Dakin from Palinscar, A. S., and Brown, A. (1984). “Reciprocal teaching of comprehension-fostering and comprehension-monitoring activities.” Cognition and Instruction, 1 (2). 117-175. Deschler, Donald D., Annemarie Sullivan Palinscar, Gina Biancarosa, and Marnie Nair (2007). Informed Choices for Struggling Adolescent Readers: A Research-Based Guide to Instructional Practices. 197-199. Students read a text and in groups of 3-5, engage in a structured conversation in which they question, clarify, summarize, predict, and connect. Recently, the role of visualizing has been added to RT. In one or two lessons, introduce students to the process:
Resources for incorporating Reciprocal Teaching in the classroom, including RT Role Cards, RT Stem Starters, and an RT Notes chart, are available at this site. Standards: Because students work in groups of 4-5 sharing their specialized reading of a text with each other, Reciprocal Teaching has the potential over time to address all the standards for Reading Literature and Reading Informational Text. With RT, students have the opportunity to connect the text to cultural experiences (RL6), to texts in other media (RL7, RIT7), to the ideas of its time (RL8), and to the source material of a text (RL9, RIT9). W2, W9, SL1, SL4, L1, L4, L6 |
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