Today ’ s Schedule

1. Today’s Schedule 4. Warm-up/Journal Writing 3. Learn about Reciprocal Teaching 2. Demonstration of Strategy 1. Exit Ticket and Done! :) Ms. Ibarra-Sdoeung

2. Warm Up/Journal • A life lesson is something you learn from events that happen in your life. For example, practicing in order to become a better bowler. Think and write: What kind of activities do you like to do in the winter? Have you learned any lessons along the way? (3min.)

3. Research on Reciprocal Teaching Learning characteristics that warrant the use of this strategy: an increasing number of children identified having a need for special education services. • 1/3 of more than 6 million students who receive special education in the U.S. are between the ages of 14 and 17 (Smith, Gartin, & Murdick2012).

4. …Research on Reciprocal Teaching • Students with with mild disabilities tend to fall in one of the four high-incidence categories: 1.mild intellectual disabilities, 2. learning disabilities, 3. mild/emotional behavioral disorders, and 4. less severe forms of autism. • Typically struggle in the following areas: • Delayed cognitive development • Difficulty with language-based subject areas (Smith, Gartin, & Murdick, 2012).

5. Summary of Research Articles • Looking at the impact of Reciprocal Teaching on adults and students with mild intellectual disabilities.

6. Questions Raised by Researchers • Can [thinking or comprehension aspect of reading] be developed in these adults? • What would be an effective approach? • Does Reciprocal Teaching yield better results than restricted direct teaching principles? (Van den Bos, Nakken, Nicolay, & Van Houten, 2007, p. 836). • Can students with mild intellectual disabilities acquire reading comprehension through an interactive social setting that would enable them to collectively make sense of the text? (Lundberg & Reichenberg, 2013, p. 92-93).

7. How Studies Were Conducted

8. Research Results

9. Shortcomings of Research • Resulting from a smaller effect size than expected, researchers point to “better matches” between text variables in the future. • Resulting from some test repetitions, future considerations involve an extension and more balanced number of test versions (2007). • Lack of differential effect in second study, which resulted from similar procedures of both interventions. • Lack of additional comparison group because variables were not so critical/different (2013)! • Consideration of a larger norm sample for both studies.

10. Classroom Implications • Studies clearly demonstrate that Reciprocal Teaching, and other strategy intervention programs that involve guided social interactions are effective methods to teach students and adults with mild intellectual disabilities. • Students with mild intellectual disabilities can improve academically. • Learning does not stop at any given age. • Research-based strategies such as reciprocal teaching must be a par of every teacher’s instruction. • The continuous learning of teachers is an essential part of the learning of our students.

11. References Lundberg, I., & Reichenberg, M. (2013). Developing Reading Comprehension Among Students With Mild Intellectual Disabilities: An Intervention Study. Scandinavian Journal Of Educational Research, 57(1), 89-100. doi:10.1080/00313831.2011.623179. Smith, E. C. T., Gartin, B., & Murdick, L. M. (2012). Including Adolescents with Disabilities in General Education Classrooms. Boston: Pearson. Smith, D. B., & Tyler, N. C. (2010). Introduction to Special Education: Making a Difference (7th ed.). Upper Saddle River, New Jersey: Merrill. Stricklin, K. (2011). Hands-On Reciprocal Teaching: A Comprehension Technique. Reading Teacher, 64(8), 620-625. doi:10.1598/RT.64.8.8. Van den Bos, K. P., Nakken, H., Nicolay, P. G., & van Houten, E. J. (2007). Adults with mild intellectual disabilities: can their reading comprehension ability be improved?. Journal Of Intellectual Disability Research, 51(11), 835-849. doi:10.1111/j.1365-2788.2006.00921.x

12. Reciprocal Teaching Text: “Carry Your Own Skis” by Lian Dolan

13. Objective: Students will demonstrate understanding of the text by using Reciprocal Teaching (i.e. predicting, clarifying, questioning, and summarizing).

14. What is Reciprocal Teaching? • Reciprocal Teaching is a reading strategy which uses four strategies to increase comprehension: • Predicting • Clarifying • Questioning • Summarizing

15. When Predicting • Preview the section for headings and key words to help with your prediction. • Skim and scan • Apply what you already know or have already read, to help make a prediction. • You may write: I think… I predict…

16. When Clarifying • Point out confusing ideas, words and sentences. • Identify words that are difficult to pronounce. • Explain how you were able to solve the problem, or as a group figure it out using a dictionary.

17. When Questioning • Develop questions that can be answered with information in the reading. • Ask questions about the characters and their actions. • Ask questions using: Who? What? When? Where? How? And Why?

18. When Summarizing • Retell what you read in your own words. • Retell the key point or main ideas: Who is the main character in the story? Where and when does the story take place/setting? What is the problem in the story? What is the ending of the story/resolution?

19. Exit Ticket • Before you leave… Think about the four strategies used today throughout our reading. Write which of the four strategies helped you the most to understand today’s reading. (5min.)