Reciprocal Teaching Tutoring Lesson Plan

Student: Alex White Tutor: Sarah Cesarek

Date: 4/11/14 Lesson # 5

Common Core State Standard:
CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they
support the main idea.
CCSS.ELA-Literacy. RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to
locate information relevant to a given topic efficiently.
I can learning target (related to your goal for the reader and the Common Core):
I can...
find the main ideas of a text and the details that support it.
use visual graphics to learn more about the content than what the text offers.
Text complexity:

Lesson
Component


Description of Planned
Activities


Time


Outcomes and Comments
(The reader and you)

Warm-up and
reading for
fluency
Text and level: The
Olympics Level 21
5
minutes

Text introduction
and reading

Text and level: Ice
Hockey Level 20 pgs. 14-17
(Focus Questions: What
10-15
minutes
Alex was really interested in
the text today. He asked if we
could read the whole book
instead of just the four pages


Preview/text
feature walk

Record
predictions

Remind to think
about questions
to ask andto
lookfor a word(s)
to clarify during
reading
kind of equipment do hockey
players wear? What are
some of the things called
that they wear? Why do they
wear this kind of
equipment?)

Prior
knowledge: What
can you tell me
about hockey? Have
you ever played
before? What do
you like about the
sport? Do you know
any of the
equipment that they
wear?

Preview: Let's turn
to pages 14 and 15
for now. We will also
be looking at pages
16 and 17
today.What does it
say that we will be
reading about
today? How did you
know that is what
we would be reading
about today? Yes,
the header which we
learned about the
last two sessions.
Another important
text feature is found
on this page. Do you
have any idea what
that I had planned. We read
the whole book, but did the
fab four with pages 14-17 the
most. It was good because I
would ask him comprehension
questions after each of the
pages to see if he was
understanding what he was
reading or what I read. I saw
here that his fluency is
improving, but his
comprehension is what needs
to be worked on more. His
fluency has moved up a whole
level.


Alex picked out the header
today to say that this is what
we would be learning about. It
was a word that he did not
quite understand so it became
a clarify word.









this word may be.
Yes, protective is an
important word. This
is a bold print word
because it is
important for us to
understand as we
read our text. Let's
turn to our next
page. On these
pages we have a
visual. This is called a
diagram. It allows us
to visually see what
we will be reading
about and maybe
provide us with
more specific
information than the
paragraph itself
does. We will work
with these pages
after we read the
paragraph.

Predict: We are
going to make a
prediction before we
start reading. To do
this, we are going to
use the Fab Four
again. Remember,
we can use the text,
headings, pictures,
and text features
such as diagrams to
make a prediction
about what we are
going to read. I
predict we will learn


He read some of the page
before his prediction and saw
that players can skate 20-30
miles per hour and predicted
that they could skate faster
than that.
about why they have
to wear this
equipment while
they play the
sport. What are you
going to predict
about these pages?
It can be more than
one prediction too.
**Write Alex's
prediction on a post-
it note and place it
on the prediction
section of our fab
four chart.

Set a purpose for
reading: While you
read, think about
the prediction you
made and decide if
you were right. Also,
think about other
important
information that you
learned while you
were reading. I will
be asking you to
come up with a
question and to
clarify something
that you did not
quite understand.
Also, think about our
focus questions that
we stated at the
beginning of our
new lesson. See if
you can answer
these by the time
you are done with
this text.

After reading
discussion

Strategy use
highlighted

Verify predictions

Reader talks
about how he/she
clarified a word
(or an idea)

Write a question

Reflect on the
helpfulness of the
strategies

Clarify: Clarify the
difference between
a regular player and
a goalie in the game
of hockey by using
the diagram and
picture. What I need
to clarify for this
section that we read
is what the
difference between
the goalie and a
regular hockey
player is. Based on
the diagram the
regular hockey
player does not seem
to have as much
equipment as the
goalie. I also notice
that the goalie is in
the net so he must
be the one who has
to stop the other
team from scoring. I
can see why he
would need different
and more equipment
now than everyone
else. It makes sense
to me now. What do
you need to clarify
from our reading
today? Write down
the word or phrase

Alex clarified two words
today: protective and
equipment. Right away Alex
knew to go to the glossary to
help him understand the word
protective since it was a bold
word in the text. I do not need
to model clarifying anymore
with Alex. This is his best work
out of the fab four.









Alex came up with his very
first right there question in
our book today. I explained to
him that we have questions
that are found in our book and
questions that cannot be
found within the book. Today
I modeled a right there
question for him. He came up
that Alex needs
clarified on a post-it
note and place it in
the clarify section of
our chart.

Question: Okay Alex,
today we are going
to think of a
question that can be
answered right in
our book. We need a
right there question
which means that
we can point to the
answer in the book.
My question for
today is what can
the players be hit by
to cause an injury?
The answer to my
question is right
there. Point to it and
read. What is your
right there question,
Alex? Have him tell
you the question,
write it down, and
place it in the
question section of
our chart.

Retell: Tell me
everything that you
can remember about
the two pages that
you just read.
Provide as much
with his own right there
question right before the
lesson was over for the day.



We did not get to retelling the
story today.


No summarizing today.


"none." When I asked him
why he gave no response. I
walked him through what we
did today with predicting,
clarifying, and questioning.
After this he just said
questioning helped him
because he found out why
goalies where different
protective equipment than
the other players.
detail as possible.

Summarize: Let's
find some of the
main ideas of the
pages that you just
read. If Alex needs
help summarizing
the text I will ask
probing questions to
help him.

Which of the Fab Four
helped you the most today
in our lesson?

Teaching point(s)

Text categories
and questions


Decoding
development:

Vocabulary
development:

Fluency
development:

Key ideas and details:

Craft and structure:

Integration of
knowledge and ideas: