Reciprocal Teaching has been an advantageous instructional strategy to implement. Upon reading Palincsar and Brown(1984), I was a little apprehensive about using these strategies with younger students. Asking 1st grade students to create questions and summarize texts was daunting initially, but paid off after some practice.
Our cohort has studied and used reciprocal teaching in several different contexts. It was introduced to us in the Literacy Assessment and Instruction course. We learned how this strategy can help students think into metacognitively while reading. The strategy requires students to:
1. Make predictions about what they are reading
2. Ask questions about what they are reading
3. Clarify words or ideas that they do not understand
4. Summarize what they read
During the practicum course, we used reciprocal teaching to focus on reading comprehension in 4th graders at a local elementary school. This experience gave us hands-on experience with reciprocal teaching and helped us figure out how to incorporate it into our own instruction.
1. Make predictions about what they are reading
2. Ask questions about what they are reading
3. Clarify words or ideas that they do not understand
4. Summarize what they read
During the practicum course, we used reciprocal teaching to focus on reading comprehension in 4th graders at a local elementary school. This experience gave us hands-on experience with reciprocal teaching and helped us figure out how to incorporate it into our own instruction.