Reciprocal Teaching: Tropical Herpefauna

Subject Area

Science - Grades 6 - 8

FCAT Connection

Materials

The following materials are need for this lesson

Procedures

  1. Explain Reciprocal Teaching and the five strategies used in Reciprocal Teaching.

    Predicting, Clarifying, Questioning, Visualizing, and Summarizing

  2. Distribute Student Scripts, Student Task Cards, and Bookmarks and explain how each is used.
  3. Distribute copies of "Tropical Herpefauna. . . Tropical What?" by Lori Bruckeim
  4. Remind students that they are to highlight any word or idea that they do not understand or any part that will be a good teacher-like question.
  5. Remind students to use their bookmarks as guides.
  6. Ask Teacher/Leader #1 to begin.
  7. After Teacher/Leader #5 has completed his/her part, distribute Reciprocal Teaching Student Group Worksheet for groups to complete.
  8. After student groups have completed the Group Worksheet, elicit, share, and discuss group responses.
  9. Ask for volunteers from the groups to help summarize the entire story on the overhead or chalkboard.

    This story about ________________ begins with ________________, discusses how ________________, and ends with ________________.

Assessment

Group Worksheet













Reciprocal Reading: Tropical Herpefauna

Student Script: Teacher/Leader #1

SAY:

Please highlight any word or phrase that you do not understand as I read this part of the lesson.

READ:

The following part of the lesson to the class:

Herpefauna (commonly referred to as herps) is the collective name given to reptiles and amphibians. Perhaps because of scary rumors or just plain curiosity, these creatures fascinate most people. When we explore the world of tropical herps, we find that individual species possess unusual survival adaptations.

SAY:

Who has Predicting Card #1? Was your prediction correct?

SAY:

Who has Clarifying Card #1? Is there a word or phrase that you did not understand? (If there is more that one word, clarify one word at a time.)

SAY:

Does anyone else have a clarifying question?

SAY:

Who has Visualizing Card #1? Please tell what picture came to your mind when I read this part of the lesson.

SAY:

Who has Questioning Card #1? Please ask a Teacher-like Question.

SAY:

Does anyone else have a Teacher-like Question?

SAY:

Who has Summary Card #1? Please summarize this part of the lesson in one sentence.

SAY:

Who has Predicting Card #2? What do you think is going to happen in the next part of the lesson?

TOP

 










Reciprocal Reading: Tropical Herpefauna

Student Script: Teacher/Leader #2

SAY:

Please highlight any word or phrase that you do not understand as I read this part of the lesson.

READ:

The following part of the lesson to the class:

Did you ever think that a frog could eat other frogs or mice? The Brazilian horned frog (or Ornate horned Frog) has a huge mouth which accommodates its large-sized diet of small rats or mice, and has earned the nickname, "Pac Man." This frog quickly grabs any potential prey that passes by, kills it immediately with its powerful jaws, and then swallows it.

SAY:

Who has Predicting Card #2? Was your prediction correct?

SAY:

Who has Clarifying Card #2? Is there a word or phrase that you did not understand?

SAY:

Does anyone else have a clarifying question?

SAY:

Who has Visualizing Card #2? Please tell what picture came to your mind when I read this part of the lesson.

SAY:

Who has Questioning Card #2? Please ask a Teacher-like Question.

SAY:

Does anyone else have a Teacher-like Question?

SAY:

Who has Summary Card #2? Please summarize this part of the lesson in one sentence.

SAY:

Who has Predicting Card #3? What do you think is going to happen in the next part of the essay?

TOP

 







Reciprocal Reading: Tropical Herpefauna

Student Script: Teacher/Leader #3

SAY:

Please highlight any word or phrase that you do not understand as I read this part of the lesson.

READ:

The following part of the lesson to the class:

The Green and Black Dart-Poison frog is another interesting frog found in South America. These small, colorful frogs actually hatch their eggs inside bromeliads. Their skin contains numerous glands which secrete poisonous substances, and its vivid coloration serves as a warning to potential predators. So powerful is this poison that Indians use it on their arrows to hunt prey.

SAY:

Who has Predicting Card #3? Was your prediction correct?

SAY:

Who has Clarifying Card #3? Is there a word or phrase that you did not understand?

SAY:

Does anyone else have a clarifying question?

SAY:

Who has Visualizing Card #3? Please tell what picture came to your mind when I read this part of the lesson.

SAY:

Who has Questioning Card #3? Please ask a Teacher-like Question.

SAY:

Does anyone else have a Teacher-like Question?

SAY:

Who has Summary Card #3? Please summarize this part of the lesson in one sentence..

SAY:

Who has Predicting Card #4? What do you think is going to happen in the next part of the essay?

TOP

 









Reciprocal Teaching: Tropical Herpefauna

Student Script: Teacher/Leader #4

SAY:

Please highlight any word or phrase that you do not understand as I read this part of the lesson.

READ:

The following part of the lesson to the class:

Tropical rain forests are also home to a variety of diverse and unique reptiles. Many use their camouflage coloration to assist in avoiding predators and acquiring prey. The emerald tree boa, found in the Amazon, is bright green with numerous white crossbands on its back and a yellow belly. This adaptive coloration enables the snake to hide in the trees. Once the boa has seized its prey (mainly birds and lizards), it constricts using its powerful muscles.

SAY:

Who has Predicting Card #4? Was your prediction correct?

SAY:

Who has Clarifying Card #4? Is there a word or phrase that you did not understand?

SAY:

Does anyone else have a clarifying question?

SAY:

Who has Visualizing Card #4? Please tell what picture came to your mind when I read this part of the lesson.

SAY:

Who has Questioning Card #4? Please ask a Teacher-like Question.

SAY:

Does anyone else have a Teacher-like Question?

SAY:

Who has Summary Card #4? Please summarize this part of the lesson in one sentence.

SAY:

Who has Predicting Card #5? What do you think is going to happen in the next part of the lesson?

TOP

 

 











Reciprocal Teaching: Tropical Herpefauna

Student Script: Teacher/Leader #5

SAY:

Please highlight any word or phrase that you do not understand as I read this part of the lesson.

READ:

The following part of the lesson to the class:

Chameleons, which are found in India, Africa, and Madagascar, have several unique characteristics including: prehensile tails; gripping toes; independently movable eyes; long, fast, sticky tongues; and the ability to camouflage when necessary. These adaptive traits enable these lizards to be successful in their own environments.

As tropical habitats dwindle at an increasingly rapid rate, herps struggle for survival. We can help them through knowledgeable conservation efforts.

SAY:

Who has Predicting Card #5? Was your prediction correct?

SAY:

Who has Clarifying Card #5? Is there a word or phrase that you did not understand?

SAY:

Does anyone else have a clarifying question?

SAY:

Who has Visualizing Card #5? Please tell what picture came to your mind when I read this part of the lesson.

SAY:

Who has Questioning Card #5? Please ask a Teacher-like Question.

SAY:

Does anyone else have a Teacher-like Question?

SAY:

Who has Summary Card #5? Please summarize this part of the lesson in one sentence.

SAY:

Who has Predicting Card #5? What do you think is going to happen next?

TOP