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COOPERATIVE READING AS SIMPLE AS ABC
Monitoring and Assessment
Engagement: Empowering Teachers with Successful Strategies
Cooperative Reading As Simple As ABC brings together strategies that enable students to set and reach their personal goals, Autonomy, and promote a cooperative learning community, Belongingness. Reading practices are explicitly taught and students have many opportunities to use their reading strategies, Competence.
In any given classroom, some students are keen to read. They focus on reading and are not easily distracted. These engaged readers talk about what they read with their friends and their love of reading leads them to valued learning outcomes. On the other hand, some students avoid reading. They rarely choose to read, are easily distracted and are uninvolved and inactive.
It is reasonable to assume that reading engagement and successful reading are linked and research supports this view, so Cooperative Reading As Simple As ABC, focuses on specific processes that facilitate reading engagement and motivation to read. The strategy which draws on sociocultural, motivational and metacognitive areas of research has been trialled in a number of year 4-7 primary classrooms and in early high school classes.
The theory behind any instructional strategy informs and shapes its development and although they may use different terminology, researchers agree that engaged readers are motivated to make choices about what they read, how they read and what they take from the reading. For example, students who are intrinsically motivated to read and believe they are effective readers become better readers because they are willing to grapple with difficult texts and integrate the text with their prior knowledge. On the other hand, if texts are not fulfilling their personal purposes or goals, readers will not continue the activity of reading. It appears that excellent active readers combine intrinsic motivation with cognitive and language processes in reading (Guthrie & Wigfield, 2000).
For Cooperative Reading the body of research concerned with the importance of engagement and intrinsic motivation in the development of effective readers was examined (Cambourne 1995; Deci & Ryan, 1992; Turner 1995; Au, 1997). The research indicates that intrinsic motivation is essential to reading engagement and engagement in learning to read involves having a clear purpose, taking responsibility for learning and seeing oneself as a potential reader.
Guthrie, McGough, Bennett and Rice (1996) outlined a number of characteristics of engaged readers saying that they:
Deci and Ryan (1991, 1985) and Deci, Vallerand, Pelletier, and Ryan (1991) describe intrinsic motivation as the choice of behaviour that will satisfy the universal need for autonomy, belongingness and competence. In a learning environment where these needs are accommodated, students will be intrinsically motivated to learn what they need to learn (Dalton & Watson, 1997). In other words, when students are intrinsically motivated, they want to learn and they learn what they need to learn. They engage. A range of old and new reading and learning strategies and activities are drawn together and shaped as Cooperative Reading As Simple As ABC.
Teachers may find familiarisation with Guided Reading a useful introduction to Cooperative Reading. In Guided Reading the teacher leads the questioning of texts. In Cooperative Reading the students are empowered to ask their own questions of texts using the framework of the Four Roles/Resources of the Reader to scaffold their questioning.
Engagement: Engaging Students in Purposeful Social Practices
Four Roles/Resources of the Reader
Based on the Four Roles/Resources of the Reader developed by Freebody and Luke (1990), Cooperative Reading involves students in the following repertoire of purposeful social practices:
Four Resources Guideposts
Cooperative Reading Guideposts provide a useful assessment tool.
Implementing the Strategy
The Cooperative Reading Cycle
The Cooperative Reading lesson sequence is based on a four-week cycle. The students stay in their teams throughout a cycle to finish reading their book. However, because students are learning new roles and routines the first cycle may take five weeks or more.
During a cycle the students:
The following overview describes how to get started.
Get organised – Week 1
Teachers begin by encouraging students to talk about why working together can be helpful. Consider activities such as class meetings, community circles, and any activities that encourage Cooperative Learning, eg Think, Pair Share, Effective Listening, T charts and Y charts for social skills.
Students need to work in teams of four or five so they get to know their team members by participating in trust building activities to promote effective collaboration. Each team could choose a name that represents them, design a logo or banner and begin to work out what makes an effective learning team.
Each student requires a reading journal containing a copy of the Role Sheets.
Teacher reads aloud and students ‘think pair share’.
In the first week teachers read aloud each day and model and teach the skills, roles and routines for Cooperative Reading. The focus is on explicitly teaching students:
To develop some of the repertoire of strategies for reading and discussion, teachers stop reading from time to time and invite students to turn to a partner and ‘think, pair share’ about an aspect of the text. This modelling and explicit teaching is ongoing throughout the Cooperative Reading cycle.
The four reading and discussion roles teachers model are derived from Freebody and Luke’s (1990) Four Roles/Resources model. The roles are introduced and explicitly taught throughout the cycle to help build students’ repertoire of strategies in each role.
Week 2 and 3
Teachers continue to read aloud as before. They model responses to reading and explicitly teach reading strategies, eg:
Using short texts to start, the students move into their teams, set team
social goals, read (silently), prepare their discussion roles and then
discuss their texts and review their progress. Each day team members take
on a reading role using the Role Sheets to guide their reading
While the teams are reading and discussing their texts teachers pay attention to the needs of underperforming readers by supporting students who may need help devising questions to write on the sticky notes.
At the end of each session, the students also spend time reflecting on their group processes as well as their individual reading performances. Their responses may be recorded in their journals.
Continue to read aloud and model ‘after reading’ strategies in Reading Tactics. Students have the opportunity to share their responses to the text.
The second cycle
After the students complete their texts a new cycle begins with new teams and new texts. Teachers gradually add to the students’ repertoire of reading and social skills. However, some teachers find it beneficial if readers stay in the same teams for more than one cycle.
Generally, students choose a novel and form a new team with others who have chosen the same book. They participate in team building activities and prepare their reading and discussion roster. They then participate in daily Cooperative Reading sessions.
A Typical Cooperative Reading Session
Teacher read aloud and student discussion
(Approximately 20 minutes)
In this segment of Cooperative Reading, teachers undertake two major roles. The first is to manage and mediate the induction of students into ways of discussing texts and using language and other symbolic responses.
The second is to demonstrate effective reading practices. Choose read-aloud stories that you think the students will enjoy and do not spoil the stories by including too many pauses for instruction!
To begin the session, select a book that is likely to appeal to students and read it aloud. After reading part of the text, initiate discussions by asking open-ended questions about the story so far. Invite the students to share their prior knowledge, predict future events or to think about the topic.
The students use the Think, Pair, Share cognitive rehearsal strategy (Kagan, 1994) to discuss their responses to your questions. Partner discussions about the story give the students immediate opportunities to respond and this helps to identify them as part of the class community of readers. Practising with a partner helps the students prepare for future discussions in their teams.
The teacher’s second role during the read aloud segment is to provide authentic demonstrations of what competent readers know and can do before, during, and after reading, and to model your effective reading strategies (see Reading Tactics). To do this, as you read, occasionally ‘think aloud’ and name practices that proficient readers use.
Plan to introduce students to the repertoire of reading practices used by code breakers, text participants, text analysts and text users (Freebody & Luke, 1990). In other words, you demonstrate reading practices in context. Ultimately, you select the appropriate content based on your students’ needs.
Goal setting, reading and discussion groups with focused intervention
Students are more likely to be able to assess their own progress if they are aware of the criteria against which good readers are judged. They also learn to set realistic personal goals. There is a focus on social goals as well as reading goals using Reading Tactics. Possible goals can be recorded on class charts or on pages that can be placed into reading journals to be used as reminders of what students are working towards.
After setting their goals, the teams prepare a Reading Roster read and discuss their texts. The reading and discussion roles in Cooperative Reading are derived from the Freebody and Luke (1990) Four Roles/Resources of the Reader and there are Role Sheets to guide the students.
To participate effectively in discussions, students sometimes require specific guidelines so Role Sheets can be used. Ideally, the roles remain until the students can engage in effective discussion without referring to them. However, in the classes which trialed this strategy the teachers felt that the Role Sheets provided excellent scaffolding and they were retained for the students’ reference throughout the trial.
While the students are reading and preparing for discussion, teachers help individuals or small groups. They focus on individual or small group reading instruction, providing explicit teaching where necessary. It is essential that underperforming readers are supported at this time. Peers may also provide support.
This part of the session was included to emphasise active inquiry and engagement in reading through real world discussions. These interactions link the reading to the personal experiences of the readers. The interactions are enjoyable, and interesting for the students and often provide motivation for reading and learning (Brophy, 1998; Guthrie & Wigfield, 2000).
Team and whole-class reflection
The purpose of this segment of Cooperative Reading is to provide closure for the lesson and to enable students to learn the processes and language of self-assessment from others in the classroom. The students in teams, review their reading and social goals and complete their personal reflections. These can be written reflections or oral discussions. To end the lesson the teacher facilitates a brief sharing and review session where students see and hear aspects of other teams’ activities.
By providing opportunities for students to think about what they have been doing, teachers encourage students to take responsibility for their learning and to reflect on their progress towards the goals they set. Having students thinking about themselves as readers and team members contributes to the self-assessment process.
In this part of the lesson you provide clear instructions about how to reflect on and monitor progress towards personal reading goals and team social goals. There should be opportunities for students to:
Students’ reflections contribute to your knowledge of the student as well as their knowledge of themselves. Sentence stems may scaffold the reflection.
Teachers often work in teams or with a ‘buddy’ teacher to introduce Cooperative Reading. This provides opportunities for them to collaborate and to share resources. Working in this way generally results in optimal learning for the adults as well as the students.
Classes will need to have access to a variety of fiction titles. The books should be interesting to the students and preferably chosen by them. In the first instance, a whole class set of one novel can be used to teach the routines. However, after the first cycle it is essential to have at least 4-6 copies of each title available. After that the books may be linked to a theme such as an author study or a text type, eg folk tales, fables, science fiction, Australian stories or after dark stories, but this is not essential.
Each student requires a journal. This will be used to record:
These are optional and can be used by students to make notes as they read. They have been very successful in motivating students to record their thoughts.
Reading Rosters, Role Sheets and Reading Tactics
You will also need to provide copies of Reading Rosters, Role Sheets (if you wish to start with these) and Reading Tactics (eg before, during and after reading) for students. The Reading Tactics provide ideas for students’ goal setting (in week one of each cycle students select goals for reading as well as team social goals). They highlight their goal. The lists probably work best if they are jointly constructed with the students. So, in future cycles the focus is on encouraging students to think about effective reading tactics and set their own goals, then work towards fulfilling the goals, continually monitoring their own progress and evaluating their performance.
Click here to download a copy of the Reading Rosters, Role Sheets and Reading Tactics in Microsoft Word format (62KB).
Who does what and when do we do it?
Our team name is:
We all agree to read these pages so that we are ready for our group discussion:
We all agree to prepare our roles:
Signed and agreed:
Tips for Discussion Managers (Text participants)
Ask mostly ‘fat questions’. Here are some possible questions:
Discussion Manager’s Task
Tips for Code Breakers
To be a great code breaker you could talk about some good reading tactics you used today. You could look for words or groups of words that:
Code Breaker’s Task
Tips for Investigators (Text Analysts)
Tips for Illustrators (Text Users)
References and Further Reading
Au, K. (1997). A sociocultural model of reading instruction: the Kamehameha Elementary Education Program. In S. A. Stahl. & D. A. Hayes (eds.), Instructional models in reading. Mahwah, New Jersey: Lawrence Erlbaum Associates Inc Publishers, 181-220.
Bellanca, J. & Fogarty, R. (1994). Blueprints for thinking in the cooperative classroom. Melbourne: Hawker Brownlow Education.
Bennett, B., Rolheiser-Bennett, C. & Stevahn, L. (1991). Cooperative learning: Where heart meets mind. Toronto: Educational Connections.
Brand-Gruwel, S., Aarnoutse, C.A.J. & Van Den Bos, K.P. (1998). Improving text comprehension strategies in reading and listening settings. Learning and Instruction, 8(1), 63-81.
Brophy, J. (1998). Motivating students to learn. Boston: McGraw-Hill.
Cambourne, B. (1995). Towards an educationally relevant theory of literacy learning: Twenty years of inquiry. The Reading Teacher, 49, 182-192.
Curriculum Council, (1998). Curriculum Framework. Perth: Curriculum Council.
Dalton, J. & Watson, M. (1997). Among Friends. Armidale: Eleanor Curtain.
Daniels, H. (1994). Literature Circles: voice and choice in the student-centred classroom. Maine: Stenhouse Publishers.
Deci, E. & Ryan, R. (1985). Intrinsic motivation and self-determination in human behavior. New York: Plenum.
Deci, E., Vallerand, R.J., Pelletier, L. & Ryan, R.M. et al. (1991). Motivation and Education: The self-determination perspective. Educational Psychologist, 26(3 & 4), 325-346.
Deci, E. & Flaste, R. (1991). Why we do what we do: The dynamic of personal autonomy. New York: G.P. Putnam's Sons.
Deci, E. & Ryan, R.M. (1991). A motivational approach to self: Integration in personality. Nebraska Symposium on Motivation: Perspectives on Motivation. R.Dienstbier. Nebraska: University of Nebraska Press, 38.
Deci, E. & Ryan, R.M. (1992). The initiation and regulation of intrinsically motivated learning and achievement. In A.K. Boggiano and T.S. Pittman (eds.), Achievement and motivation: A social developmental perspective. Toronto: Cambridge University Press, 3-36.
Freebody, P. & Luke, A. (1990). Literacies programmes: Debates and demands in cultural context. Prospect: A Journal of Australian TESOL, 11, 7-16.
Gaskins, I. W. (1998). There's more to teaching at-risk readers than good reading instruction. The Reading Teacher, 51(7), 534-547.
Guthrie, J. T., McGough, K., Bennett & Rice. (1996). Concept-oriented reading instruction: An integrated curriculum to develop motivations and strategies for reading. In L. Baker, P. Afflerbach & Reinking, D. (eds.), Developing engaged readers in school and home communities. Mahwah, New Jersey: Lawrence Erlbaum Associates, 165-190.
Guthrie, J. T. & Wigfield, A. (2000). Engagement and motivation in reading. In M. l. Kamil, P. B.Mosenthal, P. D. Pearson & R. Barr. (eds.), Handbook of Reading Research. Mahwah, New Jersey: Lawrence Erlbaum Associates, 403-422.
Harste, J., Short, K., & Burke, C. (1988). Creating Classrooms for Authors: The Reading-Writing Connection. Portsmouth: Heinemann.
Johnson, D. & Johnson, R. (1983). The socialization and achievement crisis: Are cooperative learning experiences the solution. In L.Bickman (ed.). Applied Social Psychology Annual. Beverley Hills: Sage, 4, 146.
Johnson, D., Johnson, R. et al. (1981). Effects of Cooperative, Competitive and Individualistic Goal Structures on Achievement: A Meta-Analysis. Psychological Bulletin, 89, 47-62.
Johnson, D. W., Johnson, R. T., & Stanne, M. B. (2000). Cooperative Learning Methods: A Meta-Analysis. http://www.clcrc.com/pages/cl-methods.html. Retrieved 15 June, 2001, from the World Wide Web.
Luke, A. (2000). Critical Literacy in Australia: A matter of context and standpoint. Journal of Adolescent and Adult Literacy, 43(5), 448-461.
McMahon, S. & Raphael, T. E. (1997). The book club connection: Literacy learning and classroom talk. New York: Teachers College Press.
Palinscar, A. S. & Brown, D. A. (1987). Enhancing instructional time through attention to metacognition. Journal of Learning Disabilities, 20(2), 66-74.
Paris, S. C. & Winograd, P. (1990). How metacognition can promote academic learning and instruction. In B.F.Jones and L.Idol, (Eds), Dimensions of thinking and cognitive instruction. Hillsdale, New Jersey: Lawrence Erlbaum Associates, 15-51.
Routman, R. (1991). Invitations: Changing as teachers and Learners. Portsmouth, NH: Heinemann.
Slavin, R. E. (1994). Cooperative Learning: Theory, Research and Practice. Boston: Allyn and Bacon.
Wiederhold, C. & Kagan, S. (1995). Cooperative Learning and Higher Level Thinking: The Q-matrix. San Juan Capistrano, California: Kagan Cooperative Learning.