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LoGrasso:

The different roles had creative graphic organizers to assist in the completion of student roles while maintaining high rigor

Students seemed supportive of other team members in helping them complete their roles.

Students didn’t speak as much English as we would have liked to hear. We want to improve this, by adjusting to our practice for the second observation. This adjustment included students recording their literature circle on a phone and sending that audio file to their teacher.

Kelly:

Students had the original roles of Reciprocal Reading: Summarizer, Clarifier, Questioner, Predictor in order to keep the task more accessible to these newcomer students.

I was unsure of the best way to get students to share the information that students gleaned from Role-Alike groups when they returned to their original groups. This time they spoke in their literature circles, I asked them to share out in a specific order. I was wondering if they should do some sort of synthesis or summary as a means of combining the information from the roles.

Through the process with my colleague, we added the component of recording the conversation to increase the level of expectation and the rigor.

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Explaining Role-Alike Group Roles and Graphic Organizers 

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Explaining Role-Alike Group Roles and Graphic Organizers 

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Students having Whole-Group Synthesis at the end of Reciprocal Teaching Protocol 

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Students having Whole-Group Synthesis at the end of Reciprocal Teaching Protocol 

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LoGrasso     /      ESL 1

21 Students

10 Girls

11 Boys

Kelly     /      ESL 1

1st Observation 13  Students, 2nd Observation 20

4 Girls -7  (2nd Observation)

9 Boys -14 (2nd Observation)

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How effective is Reciprocal Teaching at increasing the level of rigor and student interdependence?

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Teacher circulating room and giving support as needed

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Teacher circulating room and giving support as needed

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Students working on inferencing, using graphic organizer 

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Students working on inferencing, using graphic organizer 

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Audio File demonstrating adjustment to practice. Students recorded their conversation to ensure they were staying in the target language.

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Audio File demonstrating adjustment to practice. Students recorded their conversation to ensure they were staying in the target language.

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Kelly Newcomers (ESL1) Round 2

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LoGrasso:

Overall, I found that Reciprocal Teaching was beneficial at increasing the level of rigor and student interdependence.

Students were held to high independent standards and were collaboratively working together to gain a profound understanding of the text.

Kelly:
*I found that reciprocal teaching is a good way to maximize the time spent working on rigorous tasks.
*Working in role-alike groups provides important scaffolds for newcomers and ESL 1 students to learn/practice new roles safely before returning to their home group and contributing to the academic conversation.
*It seems that the assignment of role makes students more accountable to each other and motivated to complete their work.
* Sample one provides an example of students persevering even when they are nervous. It seems that having a certain role strongly encourages them to complete their job and other students assist when necessary (in this case for a brand new student)!
*This recording of the conversations also allows the teacher to listen to each group either during or after to ensure complete and asses the progress of the students.

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LoGrasso:

Observation #1 Students had just finished reading the text “Brother Ray” and were divided into groups of 4, where students were given Reciprocal Teaching roles to be for their literature discussion. Roles included summarizer, symbolizer, inferencer, and visualizer. Students were divided into “role-alike” groups in which they worked with a partner to get support for their role. After 25 minutes students went to “home-group” for their discussion. Teacher is hoping to learn if Reciprocal Teaching enhances high level hess work and fosters interdependence.

Observation #2: For the second observation, students had just finished reading the text "Fear" and they were using this text to reciprocally teach each other. As an adjustment to practice, students were required to record their conversations on their cell phone and send audio file to teacher. This was done in order to keep students in the target language throughout the whole thing.

Kelly:

Observation #1 Students had just finished reading the text“How Hannah Can Help” and were divided into groups of 5, where students were given Reciprocal Teaching roles to be for their literature discussion. Roles included summarizer, questioner, clarifier, and predictor. Students were divided into “role-alike” groups in which they worked with a partner to get support for their role. After 15 minutes students went to “home-group” for their discussion. Teacher is hoping to learn if Reciprocal Teaching enhances high level hess work and fosters interdependence.

Observation #2

By the time of my second observation, May 14, 2019, my class had expanded to 21 students. One arrived as recently as the day prior.

For this lesson, students were reading from The Most Beautiful Place in the World by Ann Cameron, a narrative text that is about 40 pages. The roles remained consistent and included a summarizer, questioner, clarifier, and predictor. Students were divided into “role-alike” groups in which they worked with partners of the same role/task to get support. After about 15 minutes of students working together to practice their role, the class time ended and I opted to continue the strategy study in the next class.

The following day, I allotted another 10 minutes for students to complete their alike-role work and then return to their home groups to have the sharing out of roles. I instructed to share out in specific order and record their conversation as a means of holding students more accountable to fulfill their role.

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Students in Literature Circle Groups and engaging in Reciprocal Teaching

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Students in Literature Circle Groups and engaging in Reciprocal Teaching

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New students (3 out of 5 these students were not present for Observation #1) engaging in role-alike section of the lesson. These are the clarifiers.

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Kelly's Newcomer Class Audio Sample

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Kelly's Class Audio Sample