Transcript Reciprocal Teaching step 1

Welcome, I am at your Demand….
“Equilibrium is well-defined in theory,
not often found in practice.”
- Anonymous
Chapter 4.1 Demand page 78- 83
Setting up the Problem
Target Objective(s)
 Demand: 4.1 (p 79-83) in our text
 Explain the law of demand
 Understand how the substitution and
income effects influence decisions
 Create a demand schedule for an
individual and a market
 Analyze the information presented in a
demand curve
Complete the following schedule–assume a can of your favorite
beverage sells for 75 cents:
1. How many cans of pop do you buy in an average month?
2. How many cans would you buy if the price went up by (a) $0.15 (b) $0.40?
3. How many cans would you buy if the price went down by (a) $0.15 (b)
$0.40?
4. Use your answers to questions 1-3 to complete the following table:
Price: Cans bought--$1.15? $0.90? $0.75? $0.60? $0.35?
5. Draw a graph putting price on the 'y' (vertical) axis and number of cans
bought on the 'x' (horizontal) axis.
Individual demand schedule
Price
Cans bought
1.15
?
.90
?
.75
?
.60
?
.35
?
Price
Quantity Demanded
Group (market) demand schedule
Price
A
B
C
D
E
Total
Price
1.15
.90
.75
.60
.35
Quantity Demanded
Reciprocal Teaching
step 1
Predicting
The predictor helps the group to identify the organizational
structure of the text, and to connect sections of the text to one
another and to the overall text structure. The predictor could use
the following prompts to help the group.
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Which type(s) of text structure did this most closely match?
What evidence led you to identify that text structure?
Based on the type(s) identified, what did you predict that you
would read about next?
What do you think we will read about next?
Text types can usually be classified in the following ways:
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Descriptive
Chronological
Cause-and-effect
Analytical
Persuasive
Compare and contrast
Reciprocal Teaching
step 2
Clarifying
The clarifier assists in identifying words, phrases, clauses,
sentences, and sections of the text that may be unclear, and asks
members for ways in clearing up these problems. In the initial
stages of implementation, the clarifier may use the following
prompts to help the group clear up difficulties:
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What is still not clear to you?
Let’s reread what is still unclear and try rereading the section right before
what was unclear.
Let’s chunk the text into smaller segments. For example, break complex
sentences into component clauses or phrases.
Let’s visualize what is described in the text. If there are diagrams or pictures
depicting the difficult material, look at them carefully and read the captions
that accompany the graphics. Also, try visualizing using these phrases as
aids: “I picture …,” “I can see. …”
Let’s connect what we have read to things we already know from other
experiences. For instance, “This is like …,” “This reminds me of. …”
Let’s get outside help. For instance, if it’s a word we don’t understand, let’s
try the glossary in the text, a dictionary, or an encyclopedia.
Reciprocal Teaching
step 3
Modeling (illustrating/visualizing)
The modeler helps group members to make meaning from the graphs,
illustrations, and charts by clarifying the relationship between the text
and the illustrations. The modeler also helps to make sense of text by
making a sketch or drawing focusing on explaining the phenomenon or
concept.
As the modeler, you might ask the group:
 Why is the illustration in the text?
 How does it relate to the text?
 How did your drawing illustrate the ideas and concepts in the
text?
 How does your drawing compare with others in your group?
What is alike? What is different?
 How did your illustration help you make meaning of the content
of the text?
 What will you add to your drawing to clarify your thinking and
explain the phenomenon or concept?
Reciprocal Teaching
step 4 Summarizing
Questioning
The questioner helps group members ask and
answer all types of questions about the text.
As the questioner, you might ask the group:
 What questions did you have as you read?
 Can anyone else help answer that question?
 What kind of question was that?
 What did we do to find answers?
 Are there any other questions you wonder about?
PREDICT: Write one or two sentences that
predict what the passage will be about.
Base your response on the title or any
other information contained in this text.
"I sat and thought for a moment, and then the penny
dropped."
CLARIFY
Write down any words, phrases, or ideas that you do not understand
as you read. After you have written down the words or ideas that
need clarification, try to figure out what they mean by using the
clarification clues you have learned. Do not use a dictionary. You may
ask the teacher or a family member for help if you are not able to
clarify a word. If you do not need to clarify any words, phrases or
ideas, write NONE in the space provided. You may ask the teacher or
a family member for help if you are not able to clarify a word. If you
do not need to clarify any words, phrases or ideas, write NONE in the
space provided.
VISUALIZE – MAKE A PICTURE IN YOUR MIND
After you finish reading, draw a picture of what the
passage makes you see in your imagination. Draw it
on this paper in the space below.
QUESTION – ASK “TEACHER-LIKE” QUESTIONS
Pretend you are the teacher and are going to give a test
about what you have just read. Using the reciprocal
teaching cards, write three “teacher-like” questions about
the passage.
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SUMMARIZE
Complete this summary frame about the passage you have just read.
The passage about _______________________________________
_____________________________________________________
begins with_____________________________________________
__________________, discusses (or develops) the idea that _______
_____________________________________________________
______________________________and ends with _____________