In reciprocal teaching, who leads the small group discussions about texts at the outset?

• A. The students
• B. A facilitator from outside the class
• C. The teacher models first
• D. The group discusses without guidance

Answer: (C)

In reciprocal teaching, the discussion starts with explicit teacher modeling. The teacher demonstrates how to use the four strategies—summarize the text, ask probing questions, clarify confusing parts, and predict what might happen next—while thinking aloud so students can hear how to steer a discussion and monitor understanding. This guided demonstration gives students a clear blueprint for how to run the group and engage with the text.

As students observe and practice with this scaffolding, they gradually take turns leading, transferring the responsibility from teacher to students. This gradual release helps students internalize the questioning and thinking routines needed to sustain productive dialogue.

The other options don’t fit the typical sequence: having students lead right away misses the essential modeling that builds shared purpose and skills; an outside facilitator isn’t part of the normal reciprocal-teaching structure; and a discussion without guidance would lack the scaffold that helps students develop the strategies.