Reciprocal Teaching
When to use:
- to encourage students to become responsible in their own learning
- to build vocabulary
- to build comprehension
- scaffolding with students who need extra support
*Note this strategy is not a one-lesson strategy. It is on going and takes time to develop and use.
How to use:
1. Teacher introduces summarizing and has students practice the skill. This can be done individually or as a group.
2. Teacher introduces questioning and has students practice the skill. This can be done individually or as a group.
3. Teacher introduces clarifying and has students practice the skill. This can be done individually or as a group.
4. Teacher introduces predicting and has students practice the skill. This can be done individually or as a group.
5. Once students understand each of the four components of Reciprocal Teaching, the teacher will give students a reading
passages to work on in a group of four. The passage will be broken up into chunks. The students will stop at the end
of each passage and have their reciprocal teaching conversation. They will take turns supplying information to the
group. For example, student A may summarize after the first stop, clarify after the second, question after the third, &
predict after the last.
6. Teacher will provide modeled practice in class and build on this activity.
- to encourage students to become responsible in their own learning
- to build vocabulary
- to build comprehension
- scaffolding with students who need extra support
*Note this strategy is not a one-lesson strategy. It is on going and takes time to develop and use.
How to use:
1. Teacher introduces summarizing and has students practice the skill. This can be done individually or as a group.
2. Teacher introduces questioning and has students practice the skill. This can be done individually or as a group.
3. Teacher introduces clarifying and has students practice the skill. This can be done individually or as a group.
4. Teacher introduces predicting and has students practice the skill. This can be done individually or as a group.
5. Once students understand each of the four components of Reciprocal Teaching, the teacher will give students a reading
passages to work on in a group of four. The passage will be broken up into chunks. The students will stop at the end
of each passage and have their reciprocal teaching conversation. They will take turns supplying information to the
group. For example, student A may summarize after the first stop, clarify after the second, question after the third, &
predict after the last.
6. Teacher will provide modeled practice in class and build on this activity.
components_of_reciprocal_teaching.pdf | |
File Size: | 209 kb |
File Type: |
reciprocal_teaching_fillable.pdf | |
File Size: | 192 kb |
File Type: |
Fisher, D., Brozo, W.G., Frey, N, & Ivey, G. (2011). 50 instructional routines to develop content literacy (Second edition).
Boston, MA: Pearson.
Boston, MA: Pearson.