Reciprocal Teaching Lesson Plan

Student _____​3rd Grade​________________________________ Tutor: Sami O’Neill

Date:2/22/19 Lesson # 1

Iowa Core Standard: RI.IA.1 ​Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning,
visualizing, making inferences, summarizing, and monitoring for comprehension.

I can​ ​learning target​ (related to your goal for the reader and the Iowa Core): ​I can make and check predictions based on evidence from the text.

Text complexity: ​This text requires the reader to integrate information from text features (photographs and captions) to fully comprehend the text.

​ id the reader identify text-based evidence to support the prediction (right there in the text).
Assessment: D

Lesson Description of Planned Activities Time Outcomes and Comments

Component (The reader and you)

Warm-up and Text and level: ​NA

reading for
fluency

Text Text and level: ​The Sun​ - Level 22

introduction and
reading ● This is our goal today:​ ​I can make and check predictions based on
evidence from the text.
Use a ​My Turn​,
Our Turn​, and ● Prior knowledge (review and connect): ​We have been reading Yamy has a lot of prior knowledge about outer
Your Turn informational texts and we have learned that readers get their brains
procedure space and planets, but was excited to learn more
ready for reading by thinking about what they already know about
the topic. The title of this book is ​The Sun​. Think about these two
about the sun specifically. The whole class is
Preview/text feature
questions: What is the sun? Why is the sun important? [Record reading a book about a gecko and the sun and so
walk
responses.] she mentioned some facts that she had learned
Record predictions from that book.
● Preview: My turn first. ​I am going to preview the text by looking
Remind to think at the title, table of contents, and index. I do this before reading to
about questions to
help me make a prediction (open the book and look at the TOC).
ask and​ ​to look​ ​for
a word(s) to clarify
during reading
Now it’s ​our turn together.​ The author uses the TOC to tell Yamy wondered what does make sunlight from
readers what information is in the book and how that information is the TOC chapter title, What causes day and
organized. I notice [mention some titles]. What do you notice? I
night?
also notice the title on the facing page. Now it’s ​your turn​. What
else do you notice?

Turn to the back of the book and find the index [p. 24]. The author
uses an index to tell readers where to find specific information in
the text. Looking at the index I notice a variety of words about
outer space listed [mention planets]. Now it’s ​your turn​. What do
you notice?
She noticed words that she knew like Earth, light,
and solar system. She did ask a question about
what sun tales meant.

● Predict: ​It’s time to make a prediction. A prediction is a smart

guess about what the text is about. We make a prediction by
thinking about what we already know about the topic and the
information we read in in the preview. We do this before reading to
help us think more about the text and to search for information.

​ y turn first​.​ ​I noticed in the TOC there was

Thinking aloud: M
information about the solar system[provide examples]. I know in
the Index on page 24 ​planets​ were listed.

I am ready to make a prediction. ​I think I will learn​ about how the

sun is a part of the solar system in outer space ​because​ in the TOC
there was a title that said: Our Solar System. I also remember from
the index that I will find information about planets, and I know that
planets make up the solar system. ​[Record the prediction].

Now it’s ​our turn​ ​together ​to make a prediction using evidence I think I will learn about how the sun goes down
from the text and what you know. We will use the language frame: because of the chapter title, Studying the Sun.
I think I will learn​ . . . ​because​ ​ . . . [For support if needed: The
sun causes daytime and nighttime]. [Record the prediction.]

● Set a purpose for reading: ​We are going to set a purpose or a

reason for reading. To do that we think about the preview, our
 predictions, and what we are wondering about. This will help us to Before reading, Yamy came up with a list of ‘I
focus our reading brains as we read and search for information. wonders’ such as how was the sun made, why are
there planets, and why is the sun bright.
Let’s read to find out​ [base the purpose on the reader’s prediction].

● We are going to read the first chapter on page 7: ​What is the sun? ​I
can tell from the title that we will be reading about ​what the sun is.
What do you notice at the bottom of the page? Yes,​ I​ also notice the
photograph a​ nd ​caption​ [read caption] at the bottom of the page.
The author uses these text features to give us more information.
(A) Let’s read the ​first paragraph​. Remember your purpose
for reading based on your prediction. We are searching
for that information.
Yamy was excited to read, but while reading she
would misread words and not realize that she was
creating nonsense words or substituting. I would
guide her to reread a sentence in order to read for
meaning.

(B) Let’s read the ​second paragraph​. Remember your

purpose for reading based on your prediction. We are
searching for that information.

After reading
discussion ● Clarify: ​Reader’s pay attention to words that are hard to read or
ideas they don’t understand. When we read we ask: ​Which word or
Use a ​My Turn,​
Our Turn​, and idea was hard for me?​ We can do this after reading to help us better
Your Turn understand the text. Watch me as I clarify the meaning of a word.
procedure
Thinking aloud: (​ A) ​My turn first​. I read the word ​boiling. ​I need
Strategy use to clarify what that means. I will ​read around the word​ to see if that Yamy knew the word ‘boiling’ but let me explain
highlighted helps me. The text says ​actually ​ before the word. That doesn’t help what to do if there are words that she does not
yet. I will keep reading after the word ​boiling​. The text says
bubbling and always changing. ​I think that helps me. ​Boiling must
know. The word kilometers was also in the
Verify predictions
mean bubbles and moving passage and it was a word she did not know. As
Reader talks about she read around the word, she saw miles and
Now it's ​our turn togethe​r. Let’s find one word to clarify. [Provide
how​ he/she clarified
support.] asked if it was a form of measurement.
a word (or an idea)

Write a question
● ​ e ask questions about the text. We ask questions that
Question: W
use the words ​what, when, where, why, who, ​and​ how​. We can do
Reflect on the this after the reading because it helps us to understand the text
helpfulness of the
better.
strategies

Watch me I as ask a question.

Thinking aloud: (​ A) ​My turn first​. I am going to use the title and
turn it into a ​why​ question: ​Why is the sun bright ? ​I think one
reason the sun is bright is because ​it is a star​. The answer is right
here in the text.

It’s ​our turn together​. Let’s find another answer to the question,
Why is the sun bright? ​[Provide support to the reader: ​it is a ball of
gases​. Also ​right there ​in the text.]

● Summarize: ​Let’s summarize what we just read. A summary is

telling about the text in a shorter way. A reader tells the topic of the
text and the most important information. We do this after reading
because it helps us remember and comprehend the text better

Thinking aloud: (​ A) ​My turn first​. I am going to summarize what

we just read in the first paragraph. I need to include the topic and
important information. So I am going to skim over what I just read
and think about it. [Aloud: What is the sun . . . boiling . . . a star
that is made of gas.]

You can help me. It’s​ our turn together.​ ​We learned that​ The sun
Yamy’s summary: We learned that the sun is a
is a star that is made of boiling gasses. star. It is 90 million miles away. The sun is very
hot.
●
● We have not read far enough in order to
● determine if Yamy’s prediction is true or not. We
● used my example prediction instead and she said
●
that my predictions about the sun was incorrect.
●
● Confirm prediction: ​Let’s check our predictions. We do this after
We learned on page 7 that the sun was a star.
reading to help us think more about the text and our search for
 information. We use evidence from the text to check our
predictions.

Were we right? How do we know? [Check text.] Do we need to

read for more information?

Let’s check our goal:​ I can make and check predictions based on
evidence from the text.

Teaching ● Decoding development: ● Key ideas and details:

point(s)
● Vocabulary development: ● Craft and structure:
Text categories
and questions
● Fluency development: ● Integration of knowledge and ideas: