A cooperative learning using the jigsaw reading strategy
How do I find the time to teach Science and Social Studies???
How do I find the time to cover all of the curriculum, nevermind actually teach it???
How do I get my students to work cooperatively together???
How do I get my students to work together to learn together???
Well, I have the answer.
Get your students to work together to learn together using the jigsaw reading teaching strategy!
Every student will work in an Expert Group to become an “Expert” on a topic or skill. These students will all read the same text together, determine the main idea, and then, use their expert knowledge to teach the students in their Home Groups about the topic or skill.
First, make your Expert Groups Expert Groups should consist of 3-5 students who similar reading abilities. Essentially, these should be homogeneous groups.
Next, find a set of reading selections on the content you are teaching. For example, if you are studying Plants, perhaps one Expert Group reads about the parts of the plants and their functions, another Expert Group will receive a text about the life cycle of a plant, and the last Expert Group will read a text about adaptations of plants.
These should be short texts. Think the length of an article in a magazine!
Note: It is important that the reading material assigned is at appropriate instructional levels (90–95% reading accuracy).
I use sections from textbooks, chapters from novels, or websites with FREE non-fiction articles like...Newsela (https://newsela.com/) or ReadWorks (https://www.readworks.org/)
Next, make your Home Groups. There should be one “Expert” from each Expert Group in each Home Group.
Explain to students that they will be working in different cooperative groups to become “Experts” on a topic or skill
Introduce the strategy and/or the topic to be studied.
Then, group students into their Expert Groups and provide them with their assigned text to read.
Give students an appropriate amount of time to read the assigned text.
Provide students with highlighters, sticky notes, and/or a graphic organizer for notetaking.
It should be explained to students that while reading their texts in their Expert Groups, they should be reading for main ideas, supporting details, and key terms. It is going to be the
Experts’ jobs to teach other students about what they read.
After the Experts have finished reading the text, students should work together in their Expert Groups make sure that all members of the group fully understand the ideas presented and are able to accurately summarize their learning.
Note: You may provide key questions and/or a graphic organizers to focus the discussion.
Next, students move to their Home Groups.
While in their Home Groups, each student (or Expert) will report the information learned from their Expert text (or the text they read in their Expert Group).
It is important to remind students that Home Group members are responsible to learn ALL content from one another.
Using our Plant example, each Home Group should have one student from the Expert Group that read about the parts of the plants and their functions, one student from the Expert Group that read about the life cycle of a plant, and one student from the Expert Group that read about adaptations of plants.
Each member of the Home Group is expected to learn about each topic or skill learned by the Expert.
You may wish to prepare a summary chart or graphic organizer for each Home Group as a guide for organizing the Experts' information into a report of some sort.
Facilitate a whole class discussion to summarize the students’ learning. Ask Home Groups to report out about what they learned from each other!
OR try this variation to the Jigsaw Reading Cooperative Learning Strategy:
And there you have it!
You taught your students to work together to learn together! (Oh, and you taught content you didn’t even know you had time to teacher AND you did it all in one lesson!)
"I Can’t Remember or Understand What I Just Read!"
Here’s a teaching strategy to improve recall and overall comprehension of a text:
Begin by asking the students to visualize (imagine, picture) what they read in their heads as they read, stopping periodically to first, model what you are visualizing (“I’m picturing her face looking angry. It’s red and her fists are clenched…”). Ask the students what they are picturing. Stop after each part of the story (beginning, middle, end). At each stopping point, ask the students to verbalize the part (beg., mid., end) as they visualize it. Then, have them draw what they visualized. After reading the whole text, ask students to use their drawings to retell the story’s beginning, middle, and end. Lastly, write a sentence or two next to each picture in order to produce a complete retelling. (Tip: For added support, give students sentence frames… i.e. In the beginning, ___.)
The text can be read round robin style of reading with a small group or as a mini-lesson with the whole class.
Scaffold the approach by gradually releasing responsibility (i.e. allow the student to identify the beginning, middle and end, instead of explicitly stating it and determining it for students).
You can also use this approach with non-fiction. Vary the strategy by stopping after reading each section, and model what you visualized (i.e. “I pictured the frog in my head changing from an egg to a…”). Ask the students what they pictured. Then, have them draw what they visualized. After reading the whole text, ask students to use their drawings to retell the main idea and supporting details. Lastly, write a sentence or two next to each picture in order to produce a complete retelling. (Tip: For added support, give students sentence frames… i.e. Frogs change from ___.)
Check out my "See & Say" Reading Comprehension Strategy:
AND compatible graphic organizer for retellings...
Tip: I have my students complete retelling sheets after each book we read ...BUT... since paper is a hot commodity along with a teacher's time which can be saved from copying, I place my retelling sheets inside these pockets so I can have them for the ENTIRE school year... yes, you read that correctly!
Hi! I'm Miss Rae! I'm a Special Education Coordinator with a passion for creating research-based resources for DiVeRSe learners and helping teachers make their lives easier! #teacherrealtalk #missraesroom