Reciprocal Teaching Lesson Plan

Student: ​3rd​​ Grade ​ Tutor: ​Taylor and Ashley

Date:Lesson # ​1

Iowa Core Standard:

​RI.IA.1​ E
​ mploy the full range of research-based comprehension strategies (i.e. questioning, summarizing, monitoring
comprehension, etc.)

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

​ he text requires the reader to integrate information from text features (photographs and captions) to
Text complexity: T
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

Component Comments

(The reader and

you)

Warm-up and Text and level: ​N/A

reading for
fluency
Text Text and level: ​Jackie Robinson (Level K)
introduction
and reading

Use a ​My Turn​,

● This is our goal today:​.I​ can make and check
Our Turn​, and predictions based on evidence from the text.
Your Turn
procedure

Preview/text
● Prior knowledge (review and connect): ​Before we
feature walk start reading, we all know we have to prepare first. We
can prepare by activating our prior knowledge. The title
of this book is Jackie Robinson. Think about these two
questions: Who is Jackie Robinson? Why is Jackie
Robinson an influential person?
Record predictions

Remind to think
about questions to ● Preview: My turn first. ​I am going to preview the text
ask and​ t​ o look by looking at the title, table of contents, and glossary. I
for a word(s) to do this before reading to help me make a prediction
clarify during (open the book and look at the TOC).
reading
● Now it’s ​our turn together.​ The author uses the TOC to
tell readers what information is in the book and how that
information is organized. I notice Taking A Stand,
Number 42 Takes the Field, Beyond Baseball. What do
you notice? I 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 glossary (p. 16) The
author uses the glossary to highlight key vocabulary.
Looking at the glossary I notice a variety of words
listed (athletes, prejudice, professional). Now it’s your
turn. What do you notice:

●​ ​Predict: I​ t’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 the preview. We do this before reading to help us
think more about the text and to search for information.
Thinking aloud: M ​ y turn first​.​ ​I noticed in the TOC
there was information on the topic “Beyond Baseball”. I
know in the glossary that it had the word athletes, which
relates to that topic.

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

how Jackie Robinson changed baseball. I predict this
because​ ​in the TOC there was a title that said “Beyond
Baseball''.

Now it’s ​our turn​ ​together ​to make a prediction using

evidence from the text and what you know. We will use
the language frame:

​I think I will learn​ . . . ​because​ ​ . . . . [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 focus our reading
brains as we read and search for information.

Let’s read to find out​ [base the purpose on the reader’s

prediction].

● We are going to read the first chapter on page

4 called ​Introduction​.​. ​I can tell from the title
that we will be reading about​ who Jackie
Robinson is. ​What do you notice at the top of
the page? Yes,​ ​I also notice the ​photograph
and ​caption​ [read caption] at the bottom of the
page. The author uses these text features to
give us more information.
○ Let’s read the ​first 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 idea was hard for me? We can do
this after reading to help us better understand the text.
Use a ​My Turn,​ Watch me as I clarify the meaning of a word​.
Our Turn​, and
Your Turn
procedure Thinking aloud: M​ y turn first​. I read the words
Segregated. I need to clarify what that means. I will read
around the world to see if that helps me. The text says
that white soldiers sat in front and black soldiers sat in
the back. Segregated must mean that people are
Strategy use
separated by color
highlighted

Now it's ​our turn togethe​r.. Let’s find one word to

clarify. [Provide support.] (Turn to page 9.)

Verify predictions
● Question: ​We ask questions about the text. We ask
questions that use the words what, when, where, why,
who, and how. We can do this after the reading because
it helps us to understand the text better.
Reader talks about
how​ he/she
Thinking aloud: (​ A) ​My turn first​. I am going to use
clarified a word
the title of the section and turn it into a question: What
(or an idea)
was he hired to do? I think he was hired to start playing
baseball. Based on the picture and the text.

It’s ​our turn together​. Let’s find another answer to the

Write a question
question, What was he hired to do? [Provide support to
the reader: Robinson was hired by Ricky. Also right
there in the text.]

Reflect on the ● Summarize: ​Let’s summarize what we just read. A

helpfulness of the
strategies
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: M​ y 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: African Americans, Professional sports,
helped change…]

You can help me. It’s​ our turn together.​ ​We learned
that​ Jackie Robinson fought prejudice by joining a non
segregated baseball team

● Confirm prediction: ​Let’s check our predictions. We

do this after 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
point(s)
● Decoding development: ● Key ideas
and
details:

Text categories
and questions
● Vocabulary development:

● Craft and
structure
:

● Fluency development:

● Integrati
on of
knowledg
e and
ideas: