In the beginning stages of reciprocal teaching, the teacher introduces the four strategies and teaches each one separately, one each day. It is important to teach not only what the strategies are and how to use them but also why we use them. The teacher models for a small group or the whole class what reading looks like. For most students who struggle with understanding, reading looks like word-calling. They seem to be unaware that reading is more than saying words.
Many students read with expression and feeling, and many read with great fluency.
However, this does not lead to comprehension, and it is critical that we help students see all that reading really is. Before reciprocal teaching instruction is started, I suggest that teachers create a profile. If we want to move students from one place to another, we need to know where they are. Students, teachers, and parents should know students' reading levels in order to celebrate their growth and achievement. Some teachers worry that students will feel bad if they realize they are not reading at their grade level.