Collaborating Out Loud!
Classroom-Library Partnerships for Teaching Reading Comprehension Strategies

Presentation for Libraries * Change * Keeping Up
Arizona Library Association Conference
16 November 2006
Mesa, Arizona

Presented by Diane Skorupski and Judi Moreillon

Book Cover - Collaborative Strategies for Teaching  Reading Comprehension

Background Knowledge for Educators

Reading Comprehension Strategies:

Activating or Building Background Knowledge
Using Sensory Images
Making Predictions and Inferences
Determining Main Ideas
Using Fix-up Options


Research-based Instructional Strategies:

Category Percentile Gain
Identifying similarities and differences


Summarizing and note taking


Nonlinguistic representations


Cooperative learning


Setting objectives and providing feedback


Questions, cues, and advance organizers



Selected from Marzano, Robert. J., Debra J. Pickering, and Jane E. Pollock. 2001. Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, VA: Association of Supervision and Curriculum Development.

Coteaching Approaches:

  • One Teaching, One Supporting
  • One educator is responsible for teaching the lesson while the other observes the lesson, monitors particular students, and/or provides assistance as needed.
  • Station or Center Teaching
  • After determining curriculum content for multiple learning stations, each educator takes responsibility for facilitating one or more learning centers. In some centers, students may work independently of adult support.
  • Parallel Teaching
  • After collaborative planning, each educator works with half the class to teach the same or similar content. Groups may switch and/or reconvene as a whole class to share, debrief, and/or reflect.
  • Alternative Teaching
  • One educator pre-teaches or re-teaches concepts to a small group while the other educator teaches a different lesson to the larger group. (Pre-teaching vocabulary or other lesson components can be especially valuable for English language learners or special needs students.)
  • Team Teaching
  • Educators teach together by assuming different roles during instruction, such as reader or recorder or questioner and responder, modeling partner work, role playing or debating, and more.
Adapted from Friend, Marilyn, and Lynne Cook. 1996. Interactions: Collaboration skills for school professionals, 2d ed. White Plains, NY: Longman.


Hand Movements for Water Dance (Thomas Locker):

Fluttering fingers down
Mountain Stream
Small undulations with one hand (perpendicular to the floor)
Downward slide
Circle both arms in front of you
Large undulations with one hand and wrist (parallel to the floor)
Ocean (Sea)
Crest and trough motion to imitate waves
Rising fingertips to suggest tiny drops
Two cupped hands to form one cloud
Storm Front
Move hands farther apart for storm front
Even farther apart and shake them lightly for thunderhead
Flick open fingers and clap hands for lightning and thunder
Make an arch from right to left with one hand (left to right for students)

Diane Skorupski, M.L.S., Teacher-Librarian, Maldonado Elementary School, Tucson Unified School District, Tucson, AZ or

Judi Moreillon, Ph.D., Literacies and Libraries Consultant or

Updated: 25 November 2006