Developing understanding of Reciprocal reading!

Using Reciprocal reading as a guided reading strategy, I will be running it as part of my reading rotation.
Using the Reciprocal reading cards, they are guided by the questions and I am there to guide them as students go through the process.
Using the Reciprocal reading process will help students to develop their understanding and knowledge, also building their confidence to share their ideas and knowledge with others.
This process will hopefully allow more student autonomy and drive students to start thinking critically by asking questions about what they read.
The students will be guided using the Reciprocal reading cards: Predicting, Questioning, Clarifying, Summarising.

Resources/ Readings

• Reciprocal reading framework
• Literacy Solution
• Reading Rocket

Resources to assess student outcome:

• Assessment form
• Student self-evaluation form

Where to next...

• Design and implement a digital version of reciprocal reading using the Learn, Create, Share pedagogy to accelerate learning for my target group (boys).

Where to next? Contextualise understanding....

First challenge for my students were...
understand content before being able to make inferences.
Next challenge...
Contextualise their understanding so that students can begin asking questions, making connections and inferences.

Reciprocal teaching

Problem:

My students talk, however, they are not discussing the content of what they are reading and is often misled in another direction, away from the topic. 

Reflection:

What do I need to do to refocus my students to enable them to have in-depth discussions and develop their understanding and knowledge?

Will my students be able to understand and contribute to discussions if they understood the contents better?

What about reciprocal teaching? If I ran reciprocal reading in my class with my reading groups and support my students to really understand the context, would this aid their critical thinking and 'get the wheels turning'? 

From reading and studying the articles below on reciprocal reading, it is my strong belief that my students are not able to think critically and make connections with what they are reading due to their understanding of the content.

Research articles on reciprocal teaching:

Research and scholarship

ASCD

ERIC

National Behaviour Support Service

Where to next (actions):

• Design and implement a digital reciprocal reading programme.
• Track target students using running records.

Breaking down the Inquiry process!

What should I teach next, how should I teach it, and what do I base those decisions on?

The questions below relate to the Inquiry model and are based on the questions in The New Zealand Curriculum. These are the questions that I ask myself as I move around the cycle of my teaching.

Teaching inquiry: Pedagogy choices
Questions:

• How can I teach my next reading lesson most effectively?
• What language learning tasks and approaches are most likely to help my students progress?

Learning inquiry: Outcomes for students
Question:

• What happened as a result of the teaching?
• What are the implications for future teaching?

Focusing inquiry: Curriculum choices
Question:

• What is important and worth spending time on, given where my students are at?

Is there something I need to change about how I teach this?
Questions:

How can I teach more effectively?
How can I maintain a communicative approach?
How can I incorporate tikanga into my teaching?
How can I involve whānau in my teaching?

• What are the next steps for my students’ learning?

Questions:

What language needs to be reinforced or introduced next?
What different contexts might my students need to use this language in?

Achievement challenge 3

 Lift the achievement in Reading for all students, with a particular focus on boys and Māori students (both genders) years 1-13

Manaiakalani Teaching as Inquiry model

June data

PM Benchmark/ PROBE reading results show a drop in reading ages of more than 6 months...

Reflection:

What is working? What is not working? Where to next?

What has had an impact on student learning? 

Need to further investigate into what is causing the drop in reading ages...

Actions to take upon reflection:

• Analysis of data in consultation with senior teacher and other colleagues.
• Read research articles/ books on learning talk, critical thinking, classroom talk and effective questioning. 
• Test and reassess target students (boys) and compare current data.
• Analysis the effectiveness of teaching approaches and strategies.