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- 2. HISTORICAL PERSPECTIVE FALL 1999: Member districts requested NEFEC to assist with providing professional development to teachers that would lead to increased student achievement in reading SPRING 2000: NEFEC began researching reading instruction and requested legislative dollars to develop a reading best practices center
- 3. SUMMER 2000: NEFEC conducted a survey of schools in member districts to assess reading needs in schools ranging from K-12. Seventy schools responded indicating more than 50 different reading programs being used throughout the region.
- 4. FALL 2000: 40 Individuals representing the Florida Department of Education, NEFEC and member districts traveled to Birmingham to observe the Alabama Reading Initiative in a variety of schools. WINTER 2001: NEFEC and PK Yonge Developmental and Research School staff returned to Alabama to attend training and obtain training modules.
- 5. SPRING 2001: NEFEC held the first train the trainer session. SUMMER 2001: NEFEC held the first Summer Reading Academy and the “Lucky Thirteen” Schools attended the training.
- 7. Â
- 8. Â
- 10. Principal and Coach Cadre Meetings Florida Reading Initiative- Components of Implementation Summer Reading Academy School Support Colleague Re-FRI Principal / Leadership Team Workshops Teacher and Principal Action Research Deep FRI Research In Action
- 13. The Essential Six Skills for Success PAS RT
- 17. #1 Pre-Reading: PAS P review the Text and Critical Vocabulary A ccess and Build Background Knowledge S et the Purpose PAS
- 20. #4 Concept Maps A picture is worth a thousand words. New strategy; familiar material Text Activity Reader Comprehension
- 22. Venn Diagram: Comparison/Contrast A skilled reader A skilled cook Concept Maps in Action
- 24. Two-Column Notes Main Ideas Details
- 25. Four-Column Notes for Vocabulary Word Meaning Example Drawing
- 26. # 6 Reciprocal Teaching RT
Editor's Notes
- This is the FRI instructional model. The focus is on building student confidence and competence, leading to independent use of the strategies.
- Pre-Reading includes everything good readers do before they read. The PAS strategy makes these things explicit and gives students an easy acronym to remember.
- QAR’s have been around for a long time. QAR is research-based, well established and can be used easily in any discipline.
- Brainstorm ways we use summaries in “real life.” Participants may be surprised to think about just how practical a skill summarization is.
- Concept maps include any graphic organizers that help students understand concepts and text. For consistency and mastery, we recommend starting with just six concept maps: a circle map, a radial map, a classification map, Venn diagram, sequence map, and a cause-effect map. Examples and practice follow.
- Rationale
- The outer parts of the circles apply to the skilled reader or skilled cook but not to the other. The overlapping parts of the circles are things both have in common. Have participants work in pairs.
- Examples follow. This is good to use with textbooks since students can’t write in them.
- This is a way to organize two-column notes.
- A variation: four column notes for vocabulary. For practice, use the word rift (a break or tear).
- This well researched comprehension routine uses student dialogue to teach four strategies: questioning, clarifying, summarization, and prediction. Although there is overlap with the other Essential Six, RT is important to teach separately because it provides a systematic way to help students understand the skills of comprehension and make these skills their own.
- Findings from studies conducted by a wide range of researchers all support the direct instruction of these four critical comprehension strategies that are introduced through RT. Look at your colored cue cards. This is what we will be teaching students to do within the Reciprocal Teaching model. Questioning: Identify the main idea; draw inferences Clarifying: Derive word meaning from context; apply structural analysis; develop vocabulary Summarizing: Synthesize information; identify and articulate the main idea Predicting: Anticipate logical sequence of events; provide evidence from the text Providing students with a cue card will assist students as they learn the process. These can be given to students individually or hung up on large charts in the classroom. As you incorporate RT in the classroom you will also be assisting students to develop common vocabulary that can be used across all content areas.