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.
For students who do not understand that text is supposed to make sense (and there are more than a few), a ﬁrst step may be for them to simply identify points of confusion and consciously decide what to do: clarify or move on. This document outlines a classroom procedure for this process.
Early in a course, when students are new to metacognition, prompts such as the ones included here can help them get started keeping a metacognitive log. Many teachers have students write these on a “bookmark” or the inside cover of their log.