Reciprocal Teaching

Our goal as teachers is to release the "gathering" of information to the students. We want our students to "do all of the work".  One of my favorite strategies that allow this is Reciprocal Teaching!  This "high yield" strategy incorporates making predictions, asking questions, clarifying words or phrases, and summarizing.  I introduced this strategy to my students about the second or third week of school with many weeks of practice and modeling.  There are many ways reciprocal teaching can be implemented in a classroom.  The following is what works for my students.  

My students are already placed in heterogeneous groups of four. Each student is given a reading passage to read. Before students read, they create a sideways Classifying Map.  The title of the Map is the title of the reading passage.  The branches of the Classifying Map is: Prediction, Questions, Clarifications, and Summary. 

A placemat is placed in the middle of each team for reference.

Before reading, the students preview the passage and make a prediction.  Students must use evidence to support their prediction. For example, "I predict I will learn how St. Augustine was established because the picture shows ___________ and the subheadings state ____________". While reading, students can adjust their predictions.  After reading, the students must confirm or reject their prediction with evidence.  

While reading, students must record at least three questions about the reading (or questions they feel their team mates may have) and three words or phrases they need clarified. Finally when finished reading, students write a two sentence summary of what was read.  This is all done independently.  I circulate and help where needed.

(I allow 10 - 15 minutes, depending on the passage) 

After independent reading, the students participate in a discussion.  I randomly select a discussion facilitator for each group.  This student begins and facilitates the discussion beginning with predictions.  The facilitator begins with his/her prediction (including his/her confirmation or rejection) then asks each team member to share his/her predictions.

The facilitator continues with questions and clarifications. When students share their questions and clarifications, they must include a page number or paragraph number so his/her teammates can refer to the text.  Students answer the questions and use context clues or prior knowledge to determine meaning of words.  I circulate and listen to groups discussion and assist where needed.

Finally, each team member shares his/her summary. 
Students are then encouraged to revise their summaries with any new knowledge they gained.

Because each student contributes to the discussion, all students must make sure their classifying map is complete. This ensures 100% engagement.