Reciprocal Teaching Tutoring Lesson Plan

Student ______Alex White_________________ Tutor: __Hannah Swart__________________

Date: __10/4/13__ Lesson # __2____

Common Core State Standard:

CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers. 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.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

I can learning target (related to your goal for the reader and the Common Core): I can make predictions using information from the text (including pictures and other text features) I can ask and answer questions about the text I can monitor my reading and use clarifying strategies I can determine the main idea and important details Lesson Component Description of Planned Activities Time Outcomes and Comments (The reader and you)

Book introduction and reading

Book and level: Trains, level 18 Review Fab Four The Fab Four are strategies readers use to help them be better readers. We can use these strategies before we read, while we are reading, and after we read. 15 mins I think the fab four cue cards are a good visual he seems excited to look at the cards and use them

Preview/text feature walk Record predictions

Remind to think about questions to ask and to look for a word(s) to clarify during reading

Review last week: What do you remember reading in this book last week? Read summary sentence we wrote last week. Talk about important details we learned. Last week, we learned about the first trains in the 1800s (200 years ago!). I wonder if trains are the same or different now? Today we are going to learn all about trains people use today. Preview: Before we start reading, lets preview the next section to look for clues about what well learn. On each page, I will prompt Alex to look at the pictures/text. I will model thinking aloud and making observations as we preview. Pg. 14 Can you read the heading? What does a heading tell us? (tells us what the section will be about) What do you notice in the picture? On this page is the word pollution. See if you can find it and fingerframe it. Do you know what pollution is? I know of a strategy we can use to understand this word! We can use clarify. When we clarify, we stop and say This doesnt make sense to me. This word is in bold letters. What do bold letters tell us? Review what the glossary is find pollution in the glossary and read definition Pg. 16-17 What do you notice in the pictures on this page? What do you think cars and airplanes have to do with trains? Pg. 17 There is another word in bold in this page. Can you find it? How

Did not want to cooperate at this point. He did not seem engaged

can we clarify that word? (cargo) Predict: Now that we have previewed the book, I think we have a good idea of what we will learn. Before we start reading, were going to use one of the Fab Four (use cue cards). We are going to make predictions about what we will learn. Do you remember what a prediction is? A prediction is a good guess about what we are going to read. Readers use clues from the cover, the title, pictures, and the text to make good predictions. Model: I think I will learn what the different kinds of trains are. I will have the phrase I think I will learn written on the post-it already for him to complete Set a purpose for reading:

until he chunked cargo then he was very excited and kept wanting to go back to it Made me wonder if I should drop down a level with the text so he can experience more success using clarifying strategies

While you are reading, make sure to use clarify if you get stuck on a tricky word. The word needs to sound right, look right, and make sense. I dont want you to worry about reading fast its okay to pause and check your reading I will give Alex a marker/sticky note to write down any words he clarifies as he reads Lets read to find out if our predictions were right!

After reading discussion

Check predictions: Were our predictions right? Close? How do you know?

15 mins

Alex takes his time writing and

Strategy use highlighted Verify predictions Reader talks about howhe/she clarified a word (or an idea) Write a question Reflect on the helpfulness of the strategies

Clarify: We already used clarify earlier today! Clarify is also a good strategy to use after reading. Lets go back and find something you clarified while you were reading (or still need to clarify) How did you figure that out? What clues/strategies did you use? o Use whiteboard/post-it notes Question: Another Fab Four strategy is questioning. There are different types of questions readers ask. Sometimes we ask questions before we read, while we read, or after we read. Do you know any words we use to start a question? (who, what, where, when, why) Today we get to write quiz questions. These are questions that have the answers in the text. o Use post-it notes to write questions Summarize: The last Fab Four strategy is summarizing. When we summarize, we only want to tell the most important part of the book, or the main idea. We dont want to tell every single detail in the book! Think about all the interesting facts we learned about trains. What do you think is the main idea of everything we read? We will come up with the sentence together (Ill model/prompt) Use post-it notes

usually stretches out the word to hear all the sounds but when reading he usually wants to quickly guess a word and keep going instead of taking his time to decode Summarizing we took turns writing for the sake of time and so he wouldnt get frustrated Next time I would like to spend more time discussing what a summary is & what information should be included (make sure to leave time for this)

Metacognition: o Which of the Fab Four helped you the most today?

Teaching point

Decoding development: Vocabulary development: Fluency development:

For next time: Read shorter sections of text to focus on comprehension Lower level?