In a small-group reading activity, which description best captures Reciprocal Teaching?

In a small-group reading activity, which description best captures Reciprocal Teaching?

• A. The teacher reads aloud while students listen
• B. Students work alone to summarize passages
• C. Students take turns leading questions and summarizing with guidance
• D. The class watches a video about the text

Answer: (C)

Reciprocal Teaching centers on students actively teaching themselves to understand a text through collaboration. In a small-group reading activity, students rotate roles and take turns leading discussions by asking questions, summarizing what they’ve read, clarifying confusing parts, and predicting what might come next, all with the teacher guiding and gradually stepping back as students gain independence. This approach turns students into active participants who use strategy-based dialogue to deepen comprehension, rather than simply listening to a teacher, working alone, or watching a video. The description that fits this most closely is when students take turns leading questions and summarizing with guidance, because it captures both the student-led discussion and the scaffolded support that characterizes Reciprocal Teaching. The other options describe more passive or solitary activities that don’t reflect the collaborative, strategy-focused nature of this method.

Reciprocal Teaching centers on students actively teaching themselves to understand a text through collaboration. In a small-group reading activity, students rotate roles and take turns leading discussions by asking questions, summarizing what they’ve read, clarifying confusing parts, and predicting what might come next, all with the teacher guiding and gradually stepping back as students gain independence. This approach turns students into active participants who use strategy-based dialogue to deepen comprehension, rather than simply listening to a teacher, working alone, or watching a video.

The description that fits this most closely is when students take turns leading questions and summarizing with guidance, because it captures both the student-led discussion and the scaffolded support that characterizes Reciprocal Teaching. The other options describe more passive or solitary activities that don’t reflect the collaborative, strategy-focused nature of this method.