Comprehension: A Guide Based on Kelly Stricklin’s, “Hands-On Reciprocal Teaching: A

Comprehension Technique”.

By: Carrie, Liz, Jillian and Tammy

Hands-on Reciprocal Teaching

The teacher has 3 important jobs in this approach:

1. BEFORE READING: Ask students to activate prior knowledge

2. DURING READING: Monitor and guide students in their use of the ‘Fab Four” techniques

3. AFTER READING: Ask students to reflect on the techniques used to share their learning experiences and what strategies helped them to learn best

“Fab Four” Techniques“Paula Predictor”: Prior to reading, get students thinking about the text and what it might be about. Have them look at the cover, think about the title, and get them started with a statement of thought about the book. For example: “I see the book we are reading next is called, Of Mice and Men. I predict this book will be about male characters. What do you think?” (With younger grades, the teacher can dress in costume and really get into character).

“Clarence Clarifier”: During reading, look over words with students and help them to understand meanings further. For example: “I see here in chapter 1 it says the word, “Brusquely”. This means: quickly, abruptly or rudely. (With younger grades, this character could be dressed as a detective and look the chapter or section over with a magnifying glass)

“Quinn the Questioner”: This character asks students questions about the reading. This can be done after a particular section, number of chapters, or the entire novel or text. This character is like a game show host and this can even be turned into a game with students. For example: “Welcome to Of Mice and Men Mania! This first question is worth 100 dollars: Can anyone tell me what happened to Curly’s hand?”

“Sammy the Summarizer”: This character summarizes information for students. With younger grades, this character is designed to dress like a cowboy and talk in southern “twang”. For example: “Hey Yal! The most important part of this chapter was on page 93, when the text mentioned that Lennie likes to pet soft things. This is foreshadowing events to come”. (The information should be short and to the point).

Ideally, students work in groups when completing the “Fab Four” tasks. It’s important to make sure each students gets a chance to work with each “character” or strategy.

Important Elements to Remember

To make each strategy more fun, colorful and visual tools can be incorporated such as: Charts, Graphs, Bookmarks, and Sticky Notes.

Documentation: These techniques can be used with both formal and informal assessments by asking students to show what they know by creating door charts, sequence strips or timelines, writing a thorough summary, or having students create quiz like questions for a neighbor or fellow group members.

Benefits

1. Can be used with any grade level

2. When used correctly and often, student reading levels can increase 1-2 grade levels within 3-6 months

3. Very successful with students with disabilities

Poetry in Reader’s TheaterBy Elizabeth Terry

Using the strategy of reciprocal teaching found in the article “ Hands-On Reciprocal Teaching: A Comprehension Technique” by Kelley Stricklin, the second grade students will be introduced to what is called the Fab Four.

Preparation for this lesson will include the following:• Props-four sets of indicator cards. Predicting

Questioning• Kids shoes on display Clarifying• Copies of Reader’s Theater “Which Shoes Do You Choose?”By Aaron Shepard. Summarizing

Divide the class into groups of four.Assign each students a part in the reading. Give each group a set of indicator cards. Each student will choose one indicator card.Model for the class what each card is for and how it is used. * First, have students holding the light bulb card make their predictions within their group. * Next, have the student with the magnifying glass clarify any thing they don’t understand or a word they might not know. * Third, the student holding the question mark asks questions of the reading for their group.Now have the students in their groups practice reading their lines for just a few minutes. Walk around, listening to where guidance is needed.

Bring all groups together sitting/standing in a circle, props of shoes displayed in the middle of the circle, ready to read the poem in theater. Follow author’s guidelines for best effect .Enjoy the reader’s theater, sharing in the learning by being their audience. After performance, go back to groups to have student with the rope summarize what they learned from their predictions, clarifying, and questions.References:

Stricklin, Kelley. (2011). Hands-On Reciprocal Teaching: A Comprehension Technique. The Reading Teacher, 64,(8),pp. 620-625.

doi:10.1598/RT.64.8.8

Using

THE FAB FOURin

Social Studies

The Battles of Lexington and

Concord

• After a picture walk of the book, students (in groups of four) take turns predicting what will happen in the story. Each student agrees and extends or makes a new prediction.

• During reading, the Clarifier points out words or ideas that he/she does not understand. The group discusses/searches for meaning. If unsuccessful, teacher is summoned.

• At pre-determined points in the story, each group creates a thinking question for that section. (Students already know what a thinking question is…. HOTS)

• At pre-determined points in the story, each group writes a one-sentence summary to show understanding.

• Upon finishing the story, each student uses their group’s section summaries to write one summary of the book.

Using

THE FAB FOURin

Social Studies

The Battles of Lexington and

Concord

• If the students are not yet comfortable with the Fab Four, this lesson could be done with the book on the overhead with the teacher talking the students through the steps.

• To take this lesson further, I would integrate it with the Advanced Story Map from www.interventioncentral.org

• This would take about four days and would introduce/reinforce the following major story components:– Important characters

• Motivations• Personalities

– Main problem and significant plot developments

– Characters’ attempts to solve problems

– Identify overarching theme

ChartsBook Marks

Props /

Sticky Notes

Sentence Starters

High School

Elementary

Roles

DiscussionWorksheet

• Snow Globe• Magic Stick• Crystal Ball• Scarf

• Magnifying Glass• Bubble Pipe• Detective Hat

• Microphone• Tie• Funny Glasses

• Cowboy Hat• Lasso• Wheat/Long Grass• Belt Buckle

Learning The “Fab Four”

Showing What We Know

Four Door Chart/1-2-3-4Four Door Charts and 1-2-3-4 charts, use construction paper with simple fold and cuts to have students independently show what they know about applying the Fab Four to any subject area that requires comprehension of a concept.

Sequencing Strips• Students state the main idea/supporting details on a piece of

paper• In a group, students synergize to put statements in correct

orderA “Clear” SummaryUsing a transparency, students write their concise summary in under 25 words

Question Books• Students write down different questions for each page that they read• After they have finished reading they can answer their questions, or

find a classmate to help them answer the questions they still have unanswered.

Kindergarteners Can Do It, Too! Comprehension Strategies for Early Readers.By: Anne E. Gregory, Mary Ann Cahill

Summary

Mrs. Hope asks her Kindergarteners to raise their hands and share their schema for alligators. When young students are given literature they can construct their own meaning from it. Students in Mrs. Hope's class were taught the comprehension strategies explicitly. Each skill was modeled and anchor charts were created. Once each strategy was taught the students used all of them to create meaning. Younger students are taught the strategies differently, they are more active and visual. Students are engaged and able to use the strategies to create meaning just as older students do.

Strategies Comprehension skills taught

were schema, making connections (Velcro theory), Visualization (mind movies), Questions (I wonders), and Inferring (using our brains).

Students use hand signals as a way of communicating about a text. They form a letter “c” for connection, “v” for visualization, and a wiggling finger for a question.

Students are taught each skill explicitly through modeling and anchor charts.

Strategies are taught visually and active.

Kindergarten Comprehension Strategies-

Meaning ConstructionAs you are reading to your students, show them how to make hand signals that give you an idea on what they are thinking.

Students can make a “C” when they are able to make a connection.

Students can make a “V” to show they are visualizing what you are reading.

If the student has a question, they can make a squiggly symbol with their finger.

It will prevent constant disruption when the students have something to share.

Students will be engaged but they will not be called on when they are uncomfortable sharing.

Making Inferences

Before

• Before you read the text write down any questions or thoughts that you have about the story.

• Place all of the questions and thoughts that you have developed on an anchor chart.

• As you read the text, you can think about the answers to all of your questions by viewing the anchor chart.

After

• After you are finished reading the text, discuss all of the questions and thoughts in a group.

• Remember to discuss if the answer was found in the text or if you needed to think about it and discuss a possible answer.

ReferencesGregory, A., & Cahill, M. (2010). kindergartners can do it, too! comprehension strategies for early readers. The Reading Teacher, 63(6), 515-520.

High 5! Strategies to Enhance Comprehension of Expository TextDymock and Nicholson (2010) used researched evidence to synthesize 5 comprehension strategies to successfully teach students to use when reading expository text. Lessons are taught both systematically and explicitly and include the following strategies:

Strategy 1: Activating Background Knowledge

Teachers use initial questioning and discussion to build background knowledge on a particular subject. “Activating relevant background knowledge helps readers make connections between what they know and what they are reading” (Dymock & Nicholson, 2010, p.167).

Strategy 2: Questioning

Teachers encourage students to use questions to assist with comprehension before and during reading. Types of questions include right there, think and

search, and beyond the text questions.

Strategy 3: Analyzing Text Structure

Students are taught awareness of text structure and cue/signal words, as well as

non-fiction text components to help navigate successfully through the text.

Structures include descriptive structures (list, web, matrix), and sequential

structures (string, cause-effect, problem-solution).

Strategy 4: Creating Mental Images

Teachers assist students in creating and using structural text images to enhance comprehension

Strategy 5: Summarizing

“The ability to delete irrelevant details, combine similar ideas, condense main ideas, and connect major themes into concise statements that capture the purpose of a reading for the reader” (Dymock & Nicholson, 2010, p. 172). After reading the text, student learn to discard identify the text structure and diagram, discard irrelevant information, and circle important information for the summary.

REFERENCES:

Dymock, S., & Nicholson, T. (2010). "High 5!" Strategies to Enhance Comprehension of Expository Text. Reading Teacher, 64(3), 166-178

“High 5!” Strategies and ScienceThe following is an example of how I may use the High 5 strategies during a biology unit on

Mendelian Genetics.-Rachel Roberge

Strategy 1: Activating Background Knowledge

• Making connections to background knowledge.

• To do this, the class has a discussion regarding what they already know about genetics by determining if statements such as the following are true or false:– You receive half of your genetic

information from your mother and the other half from your father.

– The male determines the sex of a child.

– Fraternal twins are more closely related than identical twins.

Strategy 2: Questioning• Generate questions and

answer questions before and during reading.

• Students will:– Come up with three questions that they still have about genetics.

Strategy 3: Analyzing Text Structure

• How are the ideas interrelated to convey a message?

• Students will read a passage from Modern Biology and create a web of what they read by thinking about some of the following questions and using cues in the text.– What is the main focus of the article?– What are some of the ideas Mendel

came up with? (Look at the headings.)

– What are some of the details about these ideas? (Look at the words in bold.)

– Remember to look at the pictures and captions for any other details!

Strategy 4: Creating Mental Images

• This strategy helps students create a mental image of what is being discussed in the text.

• Students will:– Create a cartoon of what

Mendel discovered through experimentation with garden peas to come up with his laws of genetics.

Strategy 5: Summarizing

• Know how to summarize the main ideas.

• Students will:– Write a summary of what you

learned in the text. The summary should be written so that a seventh grade student would

understand what you read about.

Using “High 5” in Grade 3 Social StudiesReading About Our Country’s Early History Using the Grade 3 Text

1. Activate prior knowledgeWho can tell me what “history” means? What does anyone know about our country’s early history?

2. QuestioningAs you read, ask yourself why these things happened.

3. Analyze text structureHow is the text organized? (Sequentially—they are telling a story.)What other text features are there to help you understand? (map, timeline, pictures with captions)

4.Create mental imagesPicture how the information is organized and diagram it to help you remember later. (sequential diagrams: string, cause/effect)

5. SummarizeWhat were the main events of this lesson? (colonies, revolution, Constitution, civil war)

Amy Simoneau

High Five! Comprehension Intervention

StrategiesBy Chelsie Cremona

ReferencesDymock, S., & Nicholson, T. (2010). "High 5!" Strategies to Enhance Comprehension of Expository Text. Reading Teacher, 64(3), 166-178

This is an example of a lesson that I would use in my classroom based on the “High Five!” Comprehension Strategies to Enhance Non-Fiction Texts article by Dymock and Nicholson.

Strategy 1: Activating Background Knowledge

Anticipatory Set: Students complete the organizer below to initiate background knowledge for a unit about Sacajawea and Lewis and Clark. This organizer helps initiate background knowledge, and can be used with any non-fiction text to see what children already know.

Before Reading(write agree or disagree)

After Reading (write agree or disagree)

Sacajawea was a Shoshone Indian.

Thomas Jefferson wanted to find a water route to the Pacific Ocean.

Lewis and Clark headed the expedition.

Lewis and Clark’s expedition was named the Corpse of Discovery.

The expedition started in St. Louis Missouri.

Sacajawea grew up in the Rocky Mountains.

Seaman was the name of Lewis’ dog.

Lewis and Clark traveled by foot, horseback, and canoe.

Strategy 2: Questioning

Next, the teacher tells students that they are going to be history detectives, and that they need to write down three questions they

have.

What are three questions you have about the Lewis and Clark expedition ?

1.

2.

3.

Strategy 3: Analyzing Text Structures

Next, the teacher will read a portion of the text “Sacajawea” with students to determine the text structure. Pointing out sequencing words like: first, in the beginning, etc. Then the teacher will read the remainder of the story, and the students will use a Sequential String Structure (below) to sequence the events in the story.

Organizers like the one below can be generated for the different text structures associated with non-fiction texts.

First Next Then After Finally

Strategy 4: Creating Mental Images

Draw what you think Sacajawea and Lewis and Clark saw as they travelled through rivers, over mountain ranges, and when they first

saw the Pacific Ocean.

Lewis and Clark traveling down

rivers.

Lewis and Clark travelling across the

Rocky Mountains.

Lewis and Clarke viewing the Pacific Ocean for the first

time.Note: This organizer could be modified to work with any non-fiction

text.

Next students will create illustrations to help them visualize events from the text.

Strategy 5: Summarizing

The Lewis and Clark Expedition

Who?

What?

Where?

Why?

When?

How?This organizer could be used after reading to summarize key facts. It can be

modified to work with both social studies and science non-fiction texts.

After reading students will answer the following questions about the book “Sacajawea: Her True Story” in order to summarize the most important information from the story.