Reciprocal+Reading+Protocol

=Reciprocal Reading Protocol =


 * Reciprocal Reading Protocol**


 * Students pair with partners to read a selection. The students will choose roles, A or B. You and/or the students can determine the amount each partner will read at a time (paragraph, page, stanza, etc.). You may want to pair students of similar reading ability with text that they both can access so they can switch roles and both will have a chance to be the reader.


 * Rotating Roles:**


 * A: reads, clarifies, predicts**
 * B: clarifies, asks questions, synthesizes, predicts**


 * Protocol:**


 * A & B**: make a **prediction** about the upcoming selection based on previous reading, title, experience, etc.


 * A**: **reads** the selection aloud
 * A & B**: use each other as a dictionary during the reading to **discuss vocabulary**. During this time kids can refer to **strategies for determining meaning of words**. This can be posted near them or they could have a copy. (i.e. rereading, reading surrounding words and sentences to look for context clues, substituting a word that makes sense in context, looking the word up in a kid friendly dictionary (i.e. www.wordsmyth.net //beginner setting//), etc.) Students should make notes of words they are completely stuck on to get help with later.


 * B**: **asks 2-3 questions** about the reading after A has finished. Questions can be surface (Who? What? When? Where?) or below the surface (Why? How? Questions that get at the deeper meaning of the text)


 * To help kids with **higher-level questions** that get to the deeper meaning of the text you of course will model and you may want to provide **question starters** from the higher levels of Bloom’s Taxonomy. Here are some examples:

· How is __connected to__ ? · What are the pros and cons of __?__ __ · Why does (this character, this action, etc) continue to ___? · How does __affect__ ? · How does __cause__ ? · How could I/you explain __?__ __ · How could I/you organize __? · What are the reasons for __?__ __ · How is __ similar to __?__ __ · How is __ different from __?__ __ · Why are __ and _ __so similar?__ __ · Why are __ and  __so different?__ __ · Why would your choice be similar to or different from ___? · What would happen if __?__ __ · How could I/you solve ___? · How would I/you explain why ___?__ __ · What is most important about ___? · Why is _ __the most important?__ __ · How could I/you change __? · How would I/you rate, test, or evaluate ___?__ __ · How does ___ relate to ___?__ __ · Why do you think __ __happened?__ __ · How would I/you have reacted to ___? · What does this mean for the future of __?__ __ · How can I/you find more information about ___? · How can I/you find the most important facts about __?


 * A**: **answers the questions** using specific **evidence from the text**. If a question cannot be answered using the evidence at hand, B will write the question down to explore at a later time during the reading.


 * B**: **summarizes** the text, gives a **main idea**, or **synthesizes** the text and the discussion


 * A & B**: **check** and comment on **previous prediction** and then **make another prediction** based on what was previously read


 * Switch roles and repeat protocol**

To introduce and teach this protocol to students you may want to provide students with a student friendly explanation of the protocol (see attachment). Then model the entire protocol with a student volunteer. You would model and assist the student in every step. Then you may want to pick two students to volunteer to try it as a fishbowl for the whole class. You may want to hold a discussion about what they noticed, positive comments, etc. After the whole class fishbowl you may break the students into groups and have two volunteers in each group model in a smaller fishbowl while you walk around and monitor. When the students have had three modeling experiences with the protocol they should be ready to try it on their own.


 * Students who are ready to explore higher-level questions will need extra support with the Bloom’s question starters. You could pull a small group, which may be easier at first, or you could try it with the whole class.