Which teaching strategy is best seen by Mrs. Morales in her small reading groups?

Which teaching strategy is best seen by Mrs. Morales in her small reading groups?

• A. Direct Instruction
• B. Cooperative Learning
• C. Reciprocal Teaching
• D. Silent Reading

Answer: (C)

This item tests understanding of a guided, collaborative reading approach where students actively regulate their own comprehension through structured discussion. Reciprocal Teaching uses students taking turns leading a mini-discussion in small groups, guided by the teacher, and focusing on four key roles: summarizing the text, asking clarifying questions, prompting for clarifications, and predicting what might happen next. The teacher models these roles and then gradually releases responsibility to students, helping them monitor understanding as they read together. In Mrs. Morales’s small reading groups, you’d expect her to model and prompt these strategies, prompting students to summarize what they read, ask questions about confusing parts, clarify vocabulary or ideas, and predict outcomes. That kind of scaffolded, student-led dialogue is the hallmark of Reciprocal Teaching. Direct Instruction is more teacher-centered with explicit modeling and less student-led discussion. Silent Reading involves little or no discussion. Cooperative Learning involves students working together toward a shared goal, but without the explicit, cyclic use of the four comprehension strategies that characterizes Reciprocal Teaching.

This item tests understanding of a guided, collaborative reading approach where students actively regulate their own comprehension through structured discussion. Reciprocal Teaching uses students taking turns leading a mini-discussion in small groups, guided by the teacher, and focusing on four key roles: summarizing the text, asking clarifying questions, prompting for clarifications, and predicting what might happen next. The teacher models these roles and then gradually releases responsibility to students, helping them monitor understanding as they read together.

In Mrs. Morales’s small reading groups, you’d expect her to model and prompt these strategies, prompting students to summarize what they read, ask questions about confusing parts, clarify vocabulary or ideas, and predict outcomes. That kind of scaffolded, student-led dialogue is the hallmark of Reciprocal Teaching.

Direct Instruction is more teacher-centered with explicit modeling and less student-led discussion. Silent Reading involves little or no discussion. Cooperative Learning involves students working together toward a shared goal, but without the explicit, cyclic use of the four comprehension strategies that characterizes Reciprocal Teaching.