This reciprocal teaching worksheet gives the group a repeatable routine and rotates who leads each part. Keep the earlier prediction visible when the next section adds information.
Start with a short, segmented text
The original fictional account concerns a museum pop-up display:
Section 1. The team labels three shipping crates A, B, and C. The display cases wait in the main hall. Instructions identifying the contents for each crate will arrive the next morning.
Section 2. The instruction card assigns prints to crate A, models to B, and stands for supporting displays to C. The route through the east door is blocked for floor repair, so the team moves the crates to the side entrance.
The University of South Florida's reciprocal-teaching strategy page describes teacher modeling followed by cooperative reading of short sections, questioning, clarification, summary, and prediction. The worksheet below uses an original two-section text and worked prompts.
Model the first reading stop
Read Section 1 and pause. The teacher can model the routine before learners take the lead:
| Part | Prompt | Worked response |
|---|---|---|
| Question | What do we know about the crates, and what do we not know yet? | Three crates are labeled A, B, and C. Their assigned contents are not stated yet. |
| Clarify | Is a crate the same thing as a display case here? | No. The shipping crates and the display cases are separate items in the section. |
| Summarize | What is the main situation at this stop? | The labeled containers are ready, the cases are in the hall, and the team is waiting for contents instructions. |
| Predict | What might the next section explain, and what supports that prediction? | It may explain which items go in each crate because those instructions are expected next morning. |
The prediction is a possibility supported by the setup. It is not already an answer from the unread section.
Choose Stop 1 and a role in the example to inspect the text, prompt, and teacher model. Keep the model separate from the blank area for the group's own responses.
Rotate the lead and read on
Use four participant labels to make the rotation visible:
| Reading stop | Question lead | Clarification lead | Summary lead | Prediction lead |
|---|---|---|---|---|
| Stop 1 | Learner A | Learner B | Learner C | Learner D |
| Stop 2 | Learner B | Learner C | Learner D | Learner A |
The labels assign who starts a part of the discussion. Everyone may contribute to questions, explanations, and the summary.
After reading Section 2, the group can ask why the route changed. The floor repair, rather than the crate assignments, explains the move to the side entrance.
For clarification, examine “stands.” In this context they are fixtures that support displays. The summary now needs both developments: the card assigns contents, and the blocked route changes where the crates move.
Revisit the prediction without rewriting it
Choose Compare prediction with later text:
| Earlier prediction | What Section 2 supplies |
|---|---|
| The next section may explain which items go in each crate. | It assigns prints to A, models to B, and stands to C. |
| No route change was predicted in the supplied model. | It also introduces a floor-repair constraint and a move to the side entrance. |
The prediction was supported in one respect and did not anticipate everything the text added. Retain the original wording so the group can explain that comparison.
At the end of the supplied text, there is no next section to predict. Record a question for further reading instead of inventing what happened after the move.
Keep the worksheet tied to comprehension
For each stop, the blank sheet records a question and answer, something to clarify, a summary, and a prediction with its reason. A later-text field lets the group revisit the prediction.
If the group cannot summarize the section, return to the text and discuss the confusion before moving on. The routine is useful because it makes that uncertainty available for discussion, rather than leaving one learner to carry the whole reading.
The example preserves temporary notes while you change stops or roles. Its worked responses are explanations to inspect, not records of actual learners completing the task.
Prepare a worksheet for your reading
Create one complete, self-contained HTML reciprocal teaching worksheet.
Learner group and reading purpose: [FILL IN]
Original or permitted text divided into short numbered sections: [PASTE]
Planned reading stops: [LIST]
Question, clarification, summary, and prediction prompts: [PASTE]
Teacher models, clearly separate from learner responses: [PASTE]
Participant labels and leadership rotation: [PASTE]
Keep the source sections unchanged. At each stop show the relevant text
and prompts for questioning, clarifying, summarizing, and predicting.
Let every participant contribute while showing who leads each part.
Model the routine first, then make the planned leadership transfer clear.
Keep an earlier prediction visible beside the later text that confirms,
changes, or extends it. Do not rewrite a prediction to match the answer
or invent an unprovided next section. Separate model responses from
blank learner entries and do not automatically grade free text.
Provide stop and role selection, a prediction comparison, and blank
response fields. Preserve temporary notes across views and ask before
resetting. Keep input local with no claimed saved work or actual group
participation. Use labeled keyboard-accessible controls and text of at
least 16px. Fit 360px without horizontal scrolling. Put CSS and JavaScript
inline with no external dependencies. Return complete HTML.
Clarify the prompt before the next group reads
If “summarize” produces a copied list of every detail, revise the prompt to ask for the main situation and the change introduced in that section. Try the wording with the worked text before distributing the learner sheet.
In an HTML worksheet in NOS, clarify the instruction that separates the teacher model from the group's own responses. Ask learners to name the main situation and the change in the section, rather than copy every detail. Keep the original prediction and its later comparison intact so the next group can see how the reading routine works.