WEBVTT

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[Music] Welcome

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to Using Peer Collaboration

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and Self-Reflection to Engage With Text.

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Hi, my name is Erin Vatne.

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I teach third and fourth grades

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at Garfield Elementary

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in Garden City, Kansas.

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Today the first reading group is reading

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a book called "An Icy Adventure."

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The second reading group is discussing a

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book called "Amazing Birds

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of Antarctica."

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These books are

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at their instructional levels

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and go along with the whole-group texts

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that we are working on this week.

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Our goal today is

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to discuss the strategies we used while

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reading the text.

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In my classroom the main reading

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comprehension strategies

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that I teach are retell/summarize,

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questioning, monitor/clarifying,

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visualizing, predicting and inferring,

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making connections, and evaluating.

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The strategies are taught

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and modeled during whole-group reading

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and modeled and practiced again during

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guided reading.

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Students should be aware

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of the comprehension strategies

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and how they are using them

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while reading.

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We talked about tricky words

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that the students may have come

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across in their independent reading

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of the text, and then we started our

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discussion based

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on their discussion prompts.

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The cooperative learning strategy

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that I used in my small-group discussion

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is talking chips.

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All students have a chance

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to participate in the discussion

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when they use talking chips.

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They each start with a pile of chips,

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and when their pile is gone they are

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done with that portion

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of the discussion.

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My goal is to move the students away

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from using talking chips

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and getting them

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to discuss the texts independently.

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The end goal is for students to be able

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to be metacognitively aware

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of the strategies

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that they are using while reading

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to help their comprehension strategies.

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First, we are looking at our text

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and looking to review what we prepared

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on our discussion card,

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and then we are talking

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about tricky words

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and how we can decode those

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tricky words.

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Students set their cards

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out so we can begin our discussion.

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Each student gets four

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or five talking chips.

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I call on a student

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to get the discussion started.

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After a student reads their discussion,

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then other students chime

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in with what their thoughts

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and opinions are

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and how they comprehended the text.

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The sticky notes students are using are

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to record their thinking while they

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are reading.

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Many of the students put their answers

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to the prompts that they were given

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on sticky notes,

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and other students write questions

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that they have while reading the text

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and connections.

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While reading,

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one student used their sticky note

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to ask a question.

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She wrote, "I wonder if they put dates

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or times or years or months or days

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in this book."

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Another student who was working

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with the questioning strategy wrote,

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"Why do they lay their eggs

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on the ground?"

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She was referring to some of the content

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in the book about birds in Antarctica.

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It's challenging to find texts

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for the lower reading levels that lend

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to deeper discussion.

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And sometimes it's hard for all groups

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to get deeper into the text

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with their comprehension strategies.

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So I usually prepare some prompts

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or questions to help with the discussion

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in case we get stuck.

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It is important to model and discuss

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with the students, showing them how

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to talk about the comprehension

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strategies they are using.

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This takes a lot of time for students

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to become comfortable sharing

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about how they use their strategies.

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I give students opportunities

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to participate with their peers

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in both small-group discussions,

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whole-group discussions,

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and at independent centers.

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Small-group discussions are the height

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of peer collaboration

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as students are sharing their thinking

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on a text with each other.

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At some centers they work with someone

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who is at or around their same level

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of reading ability

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to play interactive games

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that help them practice those skills.

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It's also helpful

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to teach the cooperative learning

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strategies using content

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that the students feel comfortable

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with at the beginning

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so they can learn the process instead

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of worrying about the content.

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Once students have learned how each

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strategy works, they will be able

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to use them with more

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challenging content.

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As I end the lesson I have students

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think about how they discussed

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for the day.

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I often ask: "How do you feel your

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discussion went?

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Did you look at the speaker?

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Did you take turns talking?

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Did you build off of each other

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or were you thinking

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about only what you wanted

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to talk about?"

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And I often have the students think

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about how they would rate themselves

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on their discussion

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to close the discussion for today.

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[Music] To learn more

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about Using Peer Collaboration

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and Self-Reflection to Engage With Text,

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please explore the additional resources

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on the Doing What Works website.