CW Magazine-Winter Edition November 2014 | Page 37
Learning Objectives
Use reciprocal teaching terminology and strategies (predicting, clarifying, question
generating, summarizing) to discuss text.
Explore how the implementation of reciprocal teaching improves learning for all students.
Practice Profile
Missouri Collaborative Work Practice Profile
Foundations present in the implementation of each essential component: Commitment to the success of all students and to
improving the quality of instruction.
Reciprocal Teaching
Exemplary proficiency
Ideal Implementation
Essential Function
Teacher models,
practices, and
scaffolds the
1 usage of the four
components of
reciprocal
teaching.
Before reading
the teacher
activates
2 students’ prior
knowledge to
anticipate
learning.
During reading
the teacher
engages students
in clarifying,
3
questioning,
predicting, and
summarizing the
reading material.
After reading the
teacher engages
4 students in
learning
reflections.
Evidence of the modeling and/or use of all four
components:
predicting,
clarifying,
questioning, and
Summarizing.
All criteria are met.
Activates students’ prior knowledge (i.e., asks what
students know or what the text reminds them of).
Reviews all four strategies.
Have students PREDICT what the reading will be
about.
Sets a purpose during reading (i.e., looking for
words to CLARIFY or QUESTIONS to ask.)
All criteria are met.
Coaches individual students in any of the four
strategies.
Has students do the following as they read:
--CLARIFY words or ideas
--Ask QUESTIONS about portions of the text
--PREDICT what the next portion of the text is about
--SUMMARIZE small portions or chunks of the text.
All criteria are met.
Guides students as they:
Return to PREDICTIONS and discuss them.
CLARIFY words or ideas.
Ask one another QUESTIONS.
SUMMARIZE what was read.
Reflect on strategy use and ask which strategies
helped the most today.
Proficient
Close to
Proficient
(Skill is emerging,
but not yet to
ideal proficiency.
Coaching is
recommended.)
Far from
Proficient
(Follow-up
professional
development
and coaching is
critical.)
3 of the 4
criteria are
met.
2 of the 4 criteria
are met.
1 or less criteria
are met.
3 of the 4
criteria are
met.
2 of the 4 criteria
are met.
1 or less criteria
are met.
3 of the 5
criteria are
met.
2 of the 5 criteria
are met.
1 or less criteria
are met.
3 of the 5
criteria are
met.
2 of the 5 criteria
are met.
1 or less criteria
are met.
*Evidence: Fidelity Checklist, Student Data
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