1.

Vocabulary Development: Building a strong vocabulary is essential for understanding

written texts. Students learn to recognize and comprehend a diverse range of words,
including context clues to infer meanings.
Vocabulary Acquisition - Morphological Awareness: Morphological awareness, a concept
studied by researchers like R. Malatesha Joshi, refers to the understanding of the structure and
meaning of words' morphemes (prefixes, suffixes, roots). Skilled readers with strong
morphological awareness can infer the meanings of unfamiliar words and expand their
vocabulary more effectively.

2. Identifying Main Ideas and Supporting Details: Skilled readers can identify the central
message or main idea of a passage and distinguish it from supporting details. This skill helps
students focus on critical information while reading.
Schema Theory - Activating Background Knowledge: According to Schema Theory, proposed by
Jean Piaget and further developed by Richard C. Anderson, readers use their existing knowledge and
experiences (schemas) to comprehend new information. Skilled readers activate their background
knowledge related to the topic before and during reading, which helps them make connections and
understand the text more deeply.

3. Making Inferences: The ability to draw logical conclusions and predictions based on both
explicit information and their prior knowledge enhances students' understanding of the text's
deeper meaning.
Inferential Thinking - Reader's Schema and Textual Clues: Louise Rosenblatt's Transactional
Theory posits that reading is an interactive process between the reader's background knowledge
(schema) and the text's information. Skilled readers use both their own schema and textual clues to
make inferences, draw conclusions, and go beyond the literal meaning of the text.

4. Text Structure Analysis: Understanding how a text is organized enables students to

process information more effectively. Recognizing different structures, such as cause and
effect, problem and solution, or sequence, helps students comprehend the content's flow.
Metacognition - Monitoring and Self-Regulation: Metacognition, as theorized by John Flavell and
others, involves the awareness and control of one's own thinking processes. Skilled readers engage
in metacognitive strategies, such as monitoring their understanding while reading, recognizing when
they are confused, and employing self-regulation techniques like re-reading or paraphrasing to
enhance comprehension.

5. Active Reading Strategies: Engaging in active reading techniques, such as summarizing,

questioning, visualizing, and making connections, enhances students' comprehension and
critical thinking skills.
Cognitive Load Theory - Summarization: Cognitive Load Theory, advanced by John Sweller,
suggests that learners have limited working memory capacity. Skilled readers manage the cognitive
load by employing strategies like summarization, which involves condensing and rephrasing key
information from the text. Summarization helps free up working memory and aids in comprehension
and retention

These reading comprehension skills, supported by relevant theories and concepts, provide a deeper
understanding of the cognitive processes involved in effective reading comprehension. Teachers can
leverage these theoretical frameworks to design instructional strategies that foster these skills in
their students and enhance their overall reading proficiency.

Sample FLOW for lesson exemplar

sample lesson exemplar in English 6 focusing on vocabulary development with the integration of
reciprocal teaching strategy
ChatGPT
Lesson Exemplar: Vocabulary Development and Reciprocal Teaching in English 6

Lesson Title: Exploring Vocabulary Through Reciprocal Teaching

Grade: 6

Duration: 60 minutes

Objective: By the end of this lesson, students will be able to identify and understand new vocabulary
words in a text through the reciprocal teaching strategy.

Materials:

 Whiteboard and markers

 Copies of a short text with challenging vocabulary (related to the current curriculum)
 Reciprocal Teaching cards (Prediction, Clarification, Questioning, Summarization)
 Vocabulary journals or notebooks

Introduction (10 minutes):

1. Begin by asking students if they know what the term "vocabulary" means. Discuss as a class.
2. Explain that today's lesson will focus on building their vocabulary skills using a strategy called
"Reciprocal Teaching."
 3. Briefly introduce the Reciprocal Teaching strategy: Prediction, Clarification, Questioning, and
Summarization. Explain the purpose of each step in enhancing comprehension.
4. Share the learning objective with the class.

Reading and Vocabulary Exploration (20 minutes):

1. Distribute the short text that contains challenging vocabulary words. Ensure it's a text
relevant to the current curriculum.
2. In pairs, have students read the text together.
3. Explain that as they read, they should highlight any words they find difficult or unfamiliar.
Encourage them to guess the meanings based on context.
4. After reading, give students a few minutes to discuss and share their highlighted words and
their guessed meanings within their pairs.

Reciprocal Teaching Strategy (20 minutes):

1. Divide the class into small groups and assign each group one of the four Reciprocal Teaching
roles: Prediction, Clarification, Questioning, and Summarization.
2. Provide each group with a Reciprocal Teaching card corresponding to their role.
3. In their groups, have students discuss and fulfill their roles based on the text they read. For
example:
 Prediction: What do you think will happen next in the text?
 Clarification: Share and clarify the meanings of the challenging words your group
highlighted.
 Questioning: Generate questions about the text to deepen understanding.
 Summarization: Summarize the main points of the text in your own words.
4. Circulate the classroom to facilitate group discussions, clarify doubts, and provide guidance.

Group Sharing and Reflection (5 minutes):

1. Have each group share a brief summary of their discussion and the outcomes of their roles.
2. Lead a class discussion on the various vocabulary words, their meanings, and how the
Reciprocal Teaching strategy helped them better understand the text.
3. Emphasize the importance of collaborative learning and vocabulary development.

Closure (5 minutes):

1. Summarize the key points of the lesson, including the Reciprocal Teaching strategy and the
process of vocabulary exploration.
2. Remind students of the skills they practiced and how they can apply them in their future
reading.
3. Assign a similar homework task, encouraging students to apply the Reciprocal Teaching
strategy while reading a different text at home.

Assessment: Assessment can be conducted through:

  Group participation and engagement during discussions.
 Vocabulary journals or notebooks where students record highlighted words, guessed
meanings, and definitions.
 Quality of group contributions to the Reciprocal Teaching process.

Extension: To extend this lesson, students could work individually or in pairs to create their own
short texts with challenging vocabulary. They can then exchange their texts with others for reciprocal
teaching sessions, allowing them to take on multiple roles and apply the strategy from different
perspectives.