When students approach confusing sentences or groups of sentences metacognitively and metalinguistically, they become “sentence detectives.” This resource provides sample questions asked by “sentence detectives.”

This resource provides sample questions that can be used to create a “bookmark” of questions for students. When students approach unknown words metacognitively and metalinguistically, they become “word detectives” and ask themselves questions like these to help them decide how to proceed.

This resource provides reciprocal teaching role cards created by a high school science teacher. The process is that each student in a group of four has a particular facilitation role, but the whole group participates, regardless of whether the conversation is about predicting, clarifying, questioning, or summarizing.

To help students learn to check and revise their predictions as needed while they read, the “How Are My Predictions Doing?” procedure is simple and quick.

This document contains guidance for introducing students to Question-Answer Relationships (QAR). they modeled and used a variety of simple texts for students to practice with. Includes a simple text and sample questions high school teachers and Reading Apprenticeship practitioners wrote to introduce QAR.

In Ericka Senegar-Mitchell’s high school biology courses, she introduces students to the many visuals in their texts with a scaffolding routine for interrogating these complex illustrations. Students work with a partner to Think Aloud or Talk to the Text of a diagram related to a reading assignment and to use a set of questions that she dubs “Diagram Dialogues” to guide their discussion.