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Intascstandard 3

The teacher summarizes how they created a supportive learning environment for their students using the "Fab Four" reading strategy of predict, question, clarify, and summarize. This strategy encourages positive social interaction and active engagement when used in small group discussions. It also fosters self-motivation when used independently with choice books. The teacher provides an example lesson where they assigned students specific "Fab Four" jobs to complete while reading different versions of the "Three Bears" story in their small groups.

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Intascstandard 3

The teacher summarizes how they created a supportive learning environment for their students using the "Fab Four" reading strategy of predict, question, clarify, and summarize. This strategy encourages positive social interaction and active engagement when used in small group discussions. It also fosters self-motivation when used independently with choice books. The teacher provides an example lesson where they assigned students specific "Fab Four" jobs to complete while reading different versions of the "Three Bears" story in their small groups.

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The Learner and Learning

InTASC Standard 3: Learning Environments


The teacher works with others to create environments that support individual and collaborative
learning, and that encourage positive social interaction, active engagement in learning, and selfmotivation.
While student teaching at Bret Harte Elementary school I have become very familiar with the
reading curriculum used. My cooperating teacher only teaches reading to the entire fifth grade,
with 3 different classes that switch in and out of her room. When working to create an
environment to support individual and collaborative learning I needed to consider how I could
possibly reach all 70 of my students. A part of the reading program that is supported in my
school includes Lori Oczkus Reciprocal Teaching and the Fab Four. The Fab Four represents
what good readers do when going through new text: (1) Predict, (2) Question, (3) Clarify, and (4)
Summarize. Using this strategy of the fab four helps students to maneuver both fiction and
nonfiction text in a stepwise method. This strategy is for both independent and group use.
Independently the fab four is used to work through independent books selected by the student.
While in a group setting, these four steps provide a good way to assign students to a job when
working to decipher a text.
Using the fab four reading strategy also encourages positive social interaction. This occurs
when students present questions to their group, encouraging contribution towards the collective
thoughts on predictions, questions, clarifications, or summaries. While working through the text
as a group, this also allows for active engagement in learning. This is centered around the
basis of a discussion group, which is that each person contributes. While the groups are having
their discussions and determining what information to record that best represents each part of
the fab four, as the teacher I circulate between the groups and observe for participation and
pose questions to connect with any students who may not be participating. No longer in the
group setting, but independently, utilizing the fab four with independent, or choice, books from
the student helps provide and encourage self-motivation. The student is able to choose what
they are reading and then apply this strategy to whatever choice that is. Being able to utilize a
strategy where each student can have a different independent book and still be working on the
same content is a powerful thing.
I also build this type of trusting, encouraging environment with my students every day. I pride
myself on recognizing what it takes to help my students feel safe.
Below is a letter of recommendation from my cooperating teacher illustrating how I build my
classroom environment. Further below the letter is a lesson example of how I have used the fab
four groups to foster academic and social growth amongst my students.

December 1, 2016
To Whom It May Concern:

This letter is in reference to Kaylee Baldwin. Ms. Baldwin has served as a student
teacher in my fifth grade classroom at Bret Harte Elementary from September 2016
through December 2016.
Kaylee is a self-motivated young woman who carries herself in a professional manner
and in a short time has built a trusting rapport with students and school staff. Kaylee
has been a great addition to my classroom. Her eagerness to learn the curriculum and
academic programs had allowed her to assist the kids and encourage higher level
learning on a daily basis. Ms. Baldwin has been a quick learner and has the natural
ability to challenge the students as well as assist struggling students in an appropriate
manner. She is patient with the students she works with, is warm, and is compassionate.
Without reservation, I highly recommend Kaylee Baldwin for a teaching position at your
school. Kaylee maintains all the fine qualities of a successful teacher and human being.
She is honest, dedicated, compassionate, dependable, self-motivated, and thoughtful. She
would be an asset to any school.
Sincerely,
Angela Naccarato,
Fifth Grade Teacher

The following lesson provides a look into how I use the fab four strategy in a group setting and
have assigned jobs for each of my students.
Period/Time: Reading Period
Grade: 5th
Subject/Topic: Reading- Comparing & Contrasting
Standards:
NJSS R.I.5.9 Integrate information from several texts on the same topic in order to write or
speak about the subject.
NJSS W.5.2.c Write informative/explanatory texts to examine a topic and convey ideas and
information clearly. c.Link ideas within and across categories of information using words,
phrases, and clauses (e.g., in contrast, especially).
Objectives:
SWBT: Identify character, POV, and plot in a story
SWBT: Collaborate with peers in discussion group
Materials:
Reading Binder
Different stories of Three Bears

Procedures:
Introduction:
We talked about comparing and contrasting yesterday, today were going to elaborate on that
but we will be working with some of our friends.
Body:
Who can tell me what we came up with for our definition of compare and contrast yesterday?
-Have students give definition and put that on chart paper for them to identify. The chart
paper will be hung in the room along with our Venn diagram from yesterday
Has anyone ever heard of the 3 bears story? Today you will have one version of this book for
the first half of class ((and then switch books with another group for the second half of the class
if we have the time)).
I will demonstrate my expectations for the discussion group by using group 1 as an
example and explaining where we will be writing out all parts of the discussion groups.

In the groups I assigned yesterday, you will be working on your specific jobs within your group. I
am going to hand out the directions for your job. You should read these directions before you
begin reading your story together.
**If you are the summarizer for your group the 3 main things you need to have talked about and
then written in your Fab Four chart are: Characters in the story, whose Point Of View it is
coming from, and what the plot of the story is. The rest of your group will be making sure your
summary contains those 3 items because that will be important when we work tomorrow and
Thursday on this some more.
The objective for this type of book talk is to ALL be discussing what you see in the story, and
then ALL be participating with your group in writing down the different parts of fab four in this
story.
I will be collecting this on your way out today so it is important we are all talking about the book
with our groups.
I will then put the directions on the board so that students understand what is expected of them:
Read what to do for your job.
Write what your group discussed on Fab Four hand-out.
Include all fab four parts for each story.
Put your name on it.

As the students are working in their groups I will give them a time warning of how long they
have, when the start their reading, before the groups switch books. I will also give the students a
5 & 1-minute warning before we switch and finish.

The Discussion Groups:


Period 1
Group #

1 - Dusty
Locks and the
3 Bears

2 - The 3Bears
by Paul
Galdone

Ian

Sam

Jesse

Lindsay K.

Questioner

Max & Yassine

Jacob Y.

Lilly

Cheyenne

Summarizer

Sophia

Kenzie

Logan

Hayden

Rhea

Vedant

Jake

Elsa & Zia

Hannah

Sivi & Ben

Brooklyn

Nick

1 - Dusty
Locks and the
3 Bears

2 - The 3Bears
by Paul
Galdone

3 - Goldilocks &
The 3 Bears

4Goldilocks &
The 3 Dinos

Eugene

Isabella

Affan

Alaina

Questioner

Izzy

Neil

Alec

Casey

Summarizer

Jiwoo

Alex & Christina

Joe

Arav

Tyler & Mya

Saira

Lindsay P. & Luke

Max S.

Ryan

Theo & Ari

Chris & Aurelia

Aaron & Holly

Discussion Director

Clarifier
Predictor

3 - Goldilocks & 4 - Goldilocks


The 3 Bears
& The 3 Dinos

Period 2
Group #

Discussion Director

Clarifier
Predictor

Period 3
Group #

1 - Dusty
Locks and the
3 Bears

2 - The 3Bears
by Paul Galdone

3 - Goldilocks 4 - Goldilocks
& The 3
& The 3 Dinos
Bears

Discussion Director

Mike

Jack

Jordan

Rylie

Questioner

Olivia

Shayna

Trevor

Sarah

Summarizer

Leo

Mason

Javi

Sebastian

Clarifier
Predictor

Ellie

Brandon & Max V

Ciara

Lydia

Kenny

Carli

Gianna

Jonah

When switching groups, the book rotation will go as follows:


Book from Group 1 2, 2 3, 3 4, 4 1
Closing:
I will give students a 20-minute time-limit to complete the task.
Five minutes before the end of the period I am going to ask again what the definition of compare
and contrast is. Then I will collect students papers from their first book discussion as their exit
ticket and to evaluate to make sure they were completing the work from todays class.
Assessment:
I will collect students papers from their first 2 book discussions as their exit ticket and to
evaluate to make sure they were completing the work from todays class. I will circulate as they
work to see which students actively participate in creating the different parts of their fab four
worksheet.
Transitions, and Differentiation:
Transitions: I will use timing between the tasks for students so they know my expectation of
when their work should be completed.
Differentiation: For my students with ADHD who need some extra help at keeping their attention
on task I will frequently circulate the room and check in to see how they are working with their
partners. For my students who have trouble organizing their thoughts I already have the sheet
with each part of Fab Four for them to fill in. For my students who need to use a computer I will
have a Venn diagram loaded on the computer for them to use for their list making.

Reference:
This lesson uses Reciprocal Teaching, which comes from Reciprocal Teaching at Work:
Powerful Strategies and Lessons for Improving Reading Comprehension by Lori D. Oczkus.
Fab Four jobs
The Predicator
Use what you have read and the text features to help figure out what the group will learn and/or
what will happen in the next piece of text. The group can change their predictions as they read
on!

I think I wonder if I imagine I suppose I predict I think the next section will be
about
The Questioner
Ask questions which will help the group to understand what has been read. Think of questions
to ask as you read the text.
What is? Why is? How is? What did? Why did? How did? What can? When can? Why can?
How can? Who/What would? Where / When would? Which would? Why would? How would?
What will? Where / When will? Which will? Who will? What might? Why/How might? might?
The Clarifier
You must clarify when: The group is confused by what they have read. When a word is read and
not understood. When a sentence is read that doesnt make sense. When a question is asked.
Think about what you did to help you understand and tell the group. (E.g. Reread the sentence
looking for clues to help you figure out the word or phrase; Break the word apart and look for
smaller words you already know; Look for a prefix or suffix; Look at the text features.)
The Summariser
Tell the group what you have read in your own words. Have the group pick out the main ideas.
The most important ideas are The main idea is This part was about First,.. Next, .
Then, This story takes place in The main events of The problem is

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