#RTfab4 A4 The feeling of “not enough time for the reciprocal teaching strategies” was something that I REALLY feel applied to my schedule last year; I expect that it is different this year. Strategy: talking through the steps rather than writing; use in discussion

#RTfab4 A5 RT cannot stand-alone because it lacks instruction of and opportunity for deeper personal/emotional reactions to text. The opportunity to explore theme, author’s craft and share opinions/emotions invoked by text, is also missing in reciprocal teaching.

#RTfab4 A6 Observation is key in assessment of Ss use of the Fab Four strategies, w/ occasional incorporation of written responses. The single-strategy mini-lessons can be used to explicitly teach elements. Love the student checklists!

#RTfab4 I agree Leslie! "What appeals to me most is the ease of use with all texts. There are small scaffold steps that we can work on and build throughout the year. Especially with the younger kids— small steps is not so overwhelming."

#RTfab4 A1. You do not have to wait until students are proficient in all 4 strategies for them to benefit from the power of multi-strategy instruction.

#RTfab4 A2. Read-alouds, shared reading of poetry, four door chart, Fab Four characters/props, and mentor texts are 5 ways to introduce the reciprocal teaching strategies. The four door chart appeals to me because it is hands-on and can double as a assessment tool.

#RTfab4 A3. The incorporation of kinesthetic learning through hand gestures will aid in the comprehension process and make learning more concrete. Using gestures to cue strategies is a natural way of learning.

#Rtfab4 A4 Any/all reading material is suitable for RT. Tip: use easy-to-read, high-interest text that is below grade level to intro strategies, and quickly move to on gr. level material to develop “coping” strats. Use with leveled texts in small grp & increase diff.over time.

#RTfab4 A1. Sense of community, reinforce RT strategies, est. common language, participate in RT strategies on the same price of lit.

#RTfab4 A2- Mixing techniques can overcome whole group challenges. Model/intro whole group, meet GR groups using same books, and WG to end lesson.

#RTfab4 A4 Keep students engaged and provide meaningful practice on variety of lit levels.

#RTfab4 A5 Assessment options: short written assessment, WG record responses, observations, 4 door.

#RTfab4 A1 RT fits into GR w/ opportunity to model, share, clarify and received individualized support.

#Rtfab4 A2 Charts are an excellent tool to track growth, share strategies, and assess Ss growth.

#Rtfab4 A3 Teacher model, students coached based on individual need, partner share, group share items to clarify, and finish with a sketch of something they've learned to monitor comprehension.

#Rtfab4 A4 Observing and listening are crucial- once you see where Ss are you can provide more personalized instruction. Monitoring discussion responses is also a great way to measure the efficient and effective use of strategies.

#Rtfab4 A5 Intervention with RT is revisiting familiar texts to increase fluency and comp, graphic organizers, rehearsing/previewing new material, setting purpose for reading, using the strategies with text, and response/reflection with self evaluation.