Chapter2

=//Chapter 2//=

__Overview of chapter 2__
“Chapter 2 offers lessons to introduce the whole class to the four reciprocal teaching strategies via depicting each strategy with a character, modeling the use of a variety of resources, and scaffolding with collaborative and partner activities, Bookmarks, posters, cooperative learning ideas, and lively minilessons assist students in remembering and internalizing reciprocal teaching strategies for eventual independent use.” (pages 8 and 9, Oczkus)

__//Questions//__
1. **What are the goals of whole-class sessions using reciprocal teaching strategies?**

2. **Tell how you might introduce the four reciprocal teaching strategies with a reading selection, reinforce a strategy that students are having trouble with, or model procedures for literature circles.**

3. **How can you avoid having only a few students or the same students raise their hands during whole-class sessions?**

4. **What are some ways of enhancing the sense of community during whole-class reciprocal teaching sessions?**

5. **How can you use cooperative learning during whole-class sessions to scaffold reciprocal teaching instruction?**

6. **Give some models for moving from whole-class to small-group instruction. Also, tell when and how you might first instruct students in the strategies in small groups and then move to a whole-class setting.**

7. **What are the roles of scaffolding, think-alouds, metacognition, and cooperative learning during whole-class reciprocal teaching sessions?**

8. **How can you effectively assess students’ use of reciprocal teaching strategies during whole-class sessions?**

9. **How will you reinforce reciprocal teaching throughout the school year in whole-class sessions?**

10. **Try this chapter’s lessons and reflect on how your students did with the strategies. Circulate around the room during partner and cooperative group interactions, and record your students’ responses to share with colleagues. What will you do next to deepen your students’ understanding and use of reciprocal teaching strategies?**