Lesson Template

Lesson Purpose: [Circle One] Reading Efficiently Reading Critically

[Generate a task-specific purpose framed in one of these general categories]
The task-specific purpose of this think a-loud is to model how to generate a question
that is related to the topic of the Olympics.

Challenge: [Frame your information challenge as a question]
How did the Olympics get started? Where did they come from? What is the history of
the Olympics? (Different ways to form the question.)

Anchor text(s):
What online text(s) are students likely to encounter when reading for this purpose?
He will not be encountering any online texts at this time since we are just thinking
aloud and I am modeling how to come up with a related question to start a research on
the Olympics.
Gather a few representative screenshots and/or website addresses within which you
will focus your think-aloud model
N/A
Teacher commentary during the think-aloud Strategies
modeled/practiced
MODEL:
[What particular features, thinking processes, and/or content
knowledge are important for students to complete this
task/answer this question? (e.g., aspects of online location or
critical evaluation) In what areas do you anticipate students

-Making a plan
-brainstorming
ideas
will struggle most and how might you scaffold their
understanding/completion of these?]
Right now, Alex, I am going to be modeling how to come up
with a question that is important to the Olympics. I would
like you to pay close attention to what I am saying so that
way you can practice something similar to what I model.
Okay, I want to learn more about the Olympics. Before I start
searching online I need to come up with a specific question to
search. There are many topics about the Olympics and it is a
very broad topic so I need to make it a little more specific.
This will help me later in my search. I am going to brain
storm a few different topics that I find interesting about the
Olympics and I am going to write them down on this piece of
paper.
Write these topics down on the paper and talk through why
you have them down.
Summer and Winter Games
Athletes and how they get to Olympics
Where and when they take place
What kind of games are in the Olympics
The history of the Olympics and where they came from

I think that knowing about the summer and winter games is
pretty important and what makes them different. It would
also be good to know when they take place and where they
are held. I could also learn about the athletes and how they
get to the Olympics. Another topic I could read about online
is what kind of games are in the Olympics. The last topic I
can think of is how the Olympics got started and where they
came from.
Okay, looking at my list of topics I think that the most
-picking out the
best plan


Notes from think-
aloud
-only 15 minute
lesson today; got
through most of
this, but briefly
- The
management of
the lesson took up
almost half of the
lesson today;
redirect Alex back
to the me and
listen to what I
was modeling for
him. Made him
realize that it was
imporrtant for
him to listen
because he would
have to do this on
his own in the
future and it is
important for him
to understand
how to ask
questions
- Once on task,
and I finished
interesting and important one is the history and where the
Olympics came from. We will be reading online about the
history of the Olympics and where they came from, but I
would still like you to practice coming up with questions.
brainstorming
and we looked
through my ideas
and questions that
I generated.

PRACTICE:
[What aspects of the lesson will students continue to
practice? How long and in what context will these practice-
reading experiences take place?]
Okay, now I would like you to practice coming up with
some questions that you think would be interesting about the
Olympics. I would like you to write down and think through
out loud what some of your own questions might be to read
about online.


-Brainstorming
ideas
-making a plan and
question to
research
-relevant question
to topic
Notes
-Alex came up
with a few
questions; fly
skiing,
snowboarding,
bobsledding,
track, etc. mostly
all games that he
was interested in



REFLECT:

[What questions/processes will guide students reflections
(e.g., synthesis and communication)? What format will their
reflections take?]
What did you learn about coming up with a question?
Why is coming up with a question important before starting
to read online?
What is the purpose of it?
Notes:
-did not get to this section of the think-aloud today


Lesson Template

Lesson Purpose: [Circle One] Reading Efficiently Reading Critically

[Generate a task-specific purpose framed in one of these general categories]
The purpose of this task-specific think a-loud is to identify sources online that are
specific to the topic by looking at the website title, snippets, and key words.

Challenge: [Frame your information challenge as a question]
How did the Olympics get started? Where did they come from? What is the history of
the Olympics? (Different ways to form the question.)
Anchor text(s):
What online text(s) are students likely to encounter when reading for this purpose?
Gather a few representative screenshots and/or website addresses within which you
will focus your think-aloud model
http://www.history.com/topics/olympic-games
http://www.scholastic.com/teachers/article/olympic-games
Teacher commentary during
the think-aloud
Strategies modeled/practiced
MODEL:
[What particular features,
thinking processes, and/or
content knowledge are important
for students to complete this
task/answer this question? (e.g.,
aspects of online location or
critical evaluation) In what
areas do you anticipate students
will struggle most and how
might you scaffold their
understanding/completion of
these?]
Now I am going to model how
to use Kidrex search engine.
Okay, Alex, I am going to go to
the internet now to start
searching our topic of the history
of the Olympics. This search
engine is called Kidrex that I am
using and this box right here in
called the search engine and this
is where I can put my question
that I came up with earlier. I am
going to put "The Olympics"
into my search bar and see
what comes up. Wow there are
a lot f websites just on the
Olympics and I am a little
overwhelmed. It says here that
there are over ten pages of
websites on the Olympics. I

- Search Engine
- relevant key words
- Snippets
- Websites
Notes:
-briefly discussed online
-started at Kidrex and and told him this is a
search engine like Google. He said he had
seen the Google page before from his brother
and mom from doing homework. I think he
really did know what this page was and how
to use it. I discussed the search bar and how
we enter my question into it and it brings us
to a page full of websites.

Alex picked out his own topic today to
research what he was interested in for the
last day. He behaved really well today
because he knew there was pencils, and other
materials for him to take home at the end. I
modeled which website might be best
because of what the snippet said. Alex could
tell me that this
website http://www.olympic.org/sports would
be best for him because he said that all of his
words that were in the search box were in
the "thing" below the title. I informed him
that this was the snippet again. I was pleased
think I need to narrow my
topic because it is so broad and
I will narrow it to one of my
questions that I came up with
at our last lesson together. The
question that I came up with
was "What is the history of the
Olympics" and I am going to
type that into my search box.
This seems much better than
just the Olympics because I am
not as overwhelmed with many
ideas and concepts about the
Olympics. I just want to know
about the history and this
narrowed search will benefit
that. This brings me to a page
with many different websites on
it. I am going to look at the first
page and see if my search
question brought up any sites
that are beneficial to my
question. This one looks as if it
might answer my question
because in the snippet it says that
we can find out more about the
history of the Olympics, which is
exactly what I am searching for.
The snippet is this small
paragraph right here that has
some bold words in it. The bold
words are my search terms and
that means that these are the
words that I put in my search
engine at the very beginning.
The URL also has many of my
he knew this.
search terms in it. Point to the
URL and say this is my URL.
The title is the first thing that we
see right here. Many times the
title helps the researcher
understand what the page will be
about and this one looks like it
will be beneficial for my topic
because it has my search terms
in it. I am going to keep scrolling
though to compare other website
titles, URLS, and snippets from
the other websites that were
pulled up from my search. I see
there are numbers at the bottom
of this page so there must be
multiple pages. I am going to
click two to see what other
websites there are. I see a
website that says the history of
the Olympic games by
Scholastic. This looks like a
good source because it has my
whole search term in there and
the key words are history and
Olympics. I would start to skim
these sources and check the text
features as my next step.
The bold part of this think
aloud is the change that I made
for mine. I made this change
because I thought it would be
beneficial for Alex to see how
many pages come up when we
just enter in the Olympics and
how overwhelming it can be.
There are over 10 pages for
"the Olympics" search term.
When we enter "history of the
Olympics" we are more
specific with our search and
not as overwhelmed.
PRACTICE:
[What aspects of the lesson will
students continue to practice?
How long and in what context
will these practice-reading
experiences take place?]
Now I would like you to start
back at the kidrex search engine
which I will take you back to. I
would like you to enter in the
question that we came up with
earlier in the box. I would like
you to decide which websites
would be beneficial and tell me
why you would pick these.
Picked out which one was best for him as
stated in previous section
REFLECT:
[What questions/processes will
guide students reflections (e.g.,
synthesis and communication)?
What format will their
reflections take?]
What did you learn about
navigating and looking for
websites?
What is important about this?




Reciprocal Teaching Web Lesson Plan

Student: Alex White Tutor: Sarah Cesarek

Date: 5/2/14 Lesson # 7

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.
Essential Concept and/or Skill: Understand cause and effect relationships and other
historical thinking skills in order to interpret events and issues.
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.
summarize the main points of a part of the text.
I can learning target (related to your goal for the reader and the Common Core):
I can...
think critically about the events in the past.
explain the events in the past about the Olympics.
Text complexity:

Lesson
Componen
t


Description of Planned Activities


Time


Outcomes and
Comments
(The reader and you)

Warm-up
and
reading
Book and level: Today we are
warming up with a poem from
Shel Silverstein. It is called
5
minu
tes

for fluency

"Something Missing." It is a short
poem, which I will model reading
first so Alex can see the fluent way
that I read it and the rhythm that
the poem has. I will then read one
line and then have him read the
next. I would then like him to read
the whole poem by himself as
smooth as possible.
Introducti
on and
reading

Preview

Predict
content and
organizatio
n

Clarify (as
needed)

Ask
Questions

Set
Purpose
Website: http://www.history.co
m/topics/olympic-games

Preview: This website is
brought to us by the History
Channel. Have you ever
watched this channel on
television? Well this website
gives us tabs at the top of the
page. Tabs can be related to
the headers of a page in a
book. They tell us main
points of what we can read
online. If we click on the tabs
it will take us to the page that
the certain tab tells us about.
The main header is obviously
the Olympics, but the tabs or
subheadings are articles,
videos, speeches, and shop.
The articles will be most
beneficial to us, but the
videos may help us as well.

Predict: Based on what I see
on this web page I predict that
15
minu
tes
http://www.olympic.
org/sports
This is a change in
the website that we
used for today. I let
him pick the topic
for the last day and I
am very happy with
how this went. He
was focused and
interested. We really
focused on the text
features today and
how those help our
comprehension. We
went through the fab
four, but did not
write them down
today. He asked
many thoughtful
questions about the
sports, even while he
was reading or
watching the video
for what the sport
might look like.
These videos were
we will learn about how the
Olympics came to be what
they are today based on the
history of the Olympics.
What do you predict we will
learn about from this website,
Alex? Prompt him to come up
with a prediction if needed.
So if needed, ask him what
some of the headings are on
the page and have him predict
something along those lines.
Write Alex's prediction down
and place it in the prediction
section of the chart.

Clarify: This can happen
while we are reading. At the
very beginning of this
webpage it says the word
originated. I will write that
word down to come back to
once we are done reading to
clarify it. I will have Alex
keep his eye out for words or
phrases that need to be
clarified for him as well. This
is Alex's best of the fab four,
so I do not need to model this
too much. Once he finds these
words or phrases, I will have
him stop write them down
and have him place them in
the clarify section of our chart
for the fab four.

great to assist his
background
knowledge.


Had to clarify
archery.















We did not write
down any
information today
unfortunately. The
time flew by today
Question: While we are
reading, I will ask Alex to
pause in his reading so I can
ask a question of the text. My
question will come at the end
of the first paragraph on the
webpage. It says that
the Summer and Winter
Olympic Games have been
held separately and have
alternated every two years.
My question is then so does
that mean that the winter
games are held every 4 years
and the summer games are
held every 4 years too? I will
at this point tell Alex to tell
me any questions he has from
the text so I can write them
down as he reads. I will tell
him that I would like
questions that we can find
right there in the text.

Write information: I will
have Alex write down
important information from
what we read from the
webpage. I want him to pick
out relevant information, but
also information that he finds
interesting. I would write
down that the Olympics
started in Ancient Greece
because I think this is very
important and I think it would
and we lost track of
time.
be interesting to learn more
about these people from
Ancient Greece and why they
started the Olympics. It
would lead to more inquiry
that is related to our topic and
question.

After
reading
discussion

Check

Verify
predictions

Share

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

Reflect on
the
helpfulness
of the
strategies

Check predictions/questions:
I will first check my
prediction by going back into
the text on the web to see
where I can specifically find
where it talked about how the
Olympics became what they
are today based on the history
of it. This is found in "The
Olympics Through the Years"
section and under this
heading. Then I will ask Alex
to go back into the reading
and find if and where his
prediction can be found in the
text.

Ask new questions: It is
important to continually ask
questions, Alex so what I
want us to do is come up with
another question that could be
found right here on this page.
My new question that can be
answered here and possibly in
another website is how did
10
minut
es
Much of today was
just discussion and
how Alex engaged
with the material. The
lesson went much
different than was
planned, but it was a
good change.
the Olympics get its name?
What is your new question
Alex? Write it down and
place it in the question
section of the fab four chart.

Share information: I would
like Alex to share the
information that he learned
from the reading with me. I
would like him to give me
three things that he learned
from the webpage.

Clarify: I will now go back
and clarify my word
"originated." Well after
reading this section on the
Olympics I know that they
started in Ancient Greece, so
I believe that originated
means started or became
famous from this area. Let's
clarify a few of your words
now.

Summarize: Let's find some
of the main ideas of the
webpage that you just read. If
Alex needs help summarizing
the text I will ask probing
questions to help him. I
would like him to point out
especially the headings of the
page.

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: