Lesson Purpose: [Circle One] Reading Efficiently Reading Critically Student will read to find out what makes

a frog poisonous. Challenge: [Frame your information challenge as a question]

What makes a frog poisonous, how can you tell if a frog is poisonous?

Anchor text(s):
What online text(s) are students likely to encounter when reading for this purpose? We are going to look at a text from:

http://nationalzoo.si.edu/animals/amazonia/facts/factpoisondartfrog.cfm http://animals.sandiegozoo.org/animals/poison-frog

This text is kid friendly and easy to navigate, it is a descriptive text.

Gather a few representative screenshots and/or website addresses within which you will focus your think-aloud model

Teacher commentary during the think-aloud MODEL:

Strategies modeled/practiced Determining a purpose

[What particular features, thinking processes, and/or Making a plan content knowledge are important for students to complete this task/answer this question? (e.g., aspects of online Anticipating challenges location or critical evaluation) In what areas do you anticipate students will struggle most and how might you scaffold their understanding/completion of these?] Approach: First, Im going to read the question and figure out what kind of problem I need to solve. The questions

are: what makes a frog poisonous, and how can you tell if a frog is poisonous? I am looking for a specific answer as to what characteristics make a frog poisonous. I think I will go to a search engine and type in these keywords: poisonous frogs, what makes a frog poisonous . Of course Ill probably get a really long list of

search results, so theres a good chance Ill find more than one answer. I think Ill try to find the answer in a few different locations and then combine the answers from the most reliable sources. Navigate and Negotiate: Before I click anywhere, Im going to scan down the list and see what might be worth reading. The bold words show me if my keywords from my search are mentioned in the article. It is important to look at the title, URL, and snippet. The title tells us what the article is called. The URL is the web address of the search result. The snippet gives us a short description that matches your question. I found two websites that seem to help answer my questions. They are: http://nationalzoo.si.edu/animals/amazonia/facts/factpoisondartfrog.cfm http://animals.sandiegozoo.org/animals/poison-frog

Determining important ideas Evaluating relevance of information in search engine results

Evaluating potential reliability of information in search results

Summing up ideas Making connections

The first websites features many tabs that you can click Corroborating claims on to reach other information such: About, Fun Facts, At the Zoo, and Conservation. I see that it also has other tabs under About. These tabs are: Look, but dont touch!, A frog by any other name, You are what you eat, Unique frogs, Froggy went a courting, Papas and piggyback rides, Tadpoles to adults, Take two frogs and call me in the morning. I can scroll to the bottom of the page to learn more about the website. After skimming and looking through some tabs, I think this website may be able to answer my questions. My second website is laid out differently from the first. The website features a title and several subheadings. After skimming, this website gives a clear description of what poisonous frogs look like, so I think it can answer my question.

PRACTICE:

Determining important ideas

[What aspects of the lesson will students continue to Navigating across ideas practice? How long and in what context will these practicereading experiences take place?] Evaluating relevancy of information

on websites Students will learn how to navigate a search engine, and how to look for an article that meets their question. Sourcing online texts They will also practice how to navigate around a website. Corroborating claims So now we are going to look at both of our sources and compare our answers that we find. Though a lot of the information may be interesting, we need to focus on our questions at hand, and pick out the main ideas.

REFLECT:

Summing up ideas

[What questions/processes will guide students reflections Making connections (e.g., synthesis and communication)? What format will their reflections take?] Corroborating claims

We need to sum up our main ideas from both of our websites. My response from sandiegozoo.org: The poisons in these tiny frogs come from their diet in the wild: mostly ants, termites, centipedes, and tiny beetles. This diversity of food items is required to create the chemical toxins by the frog. Specific toxins are passed from each bug to the frog when eaten, which then collect in glands in the frogs skin. Frogs hatched at zoos arent poisonous, because they dont eat the same food as their wild counterparts. Poison frogs brought from the wild into zoos and fed a regular zoo diet eventually lose most, if not all, of their

toxicity. You can tell they are poisonous based on their beautiful colors; they are a warning to potential predators.

Reciprocal Teaching Web Lesson Plan

Student Jaxon__________________________________ Tutor: __Rachel Galliart______________________________ Date: _11/15________________ Lesson # _6______ Common Core State Standard:

Understand and apply knowledge of organisms and their environments, including:

Structures, characteristics, and adaptations of organisms that allow them to function and survive within their habitats. RI.5.2. Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text RI.5.7. Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently
I can learning target (related to your goal for the reader and the Common Core): I can pick out the main ideas and summarize the text. I can use my decoding strategies to cross check words I do not know. Text complexity: Purpose is clearly stated, text structure is apparent, vocabulary can be challenging in some sections Lesson Component Warm-up and reading for fluency Introduction and reading
Preview Predict content and organization Clarify (as needed) Ask Questions Set Purpose

Description of Planned Activities

Time

Outcomes and Comments (The reader and you)

Book and level:

Website:

http://nationalzoo.si.edu/animals/amazonia/facts/factpoisondartfrog.cfm http://animals.sandiegozoo.org/animals/poison-frog
Preview: The titles of these websites are Poison Frog and Poison Dart Frogs. From looking at the headings and the pictures, what might these sections be about? Predict: I think I will learn Clarify: Like with our stories, we may sometimes come across words or ideas we do not understand. It is important to

Was very excited to use the iPad.

The skin makes them poisonous, the color tells us that they are poisonous.

I think I will learn about the types of skin.

not just skip over them, but write them down so that we can clarify them later. This will help your comprehension, and the text will make more sense to you. How did you figure out a word/ idea if you did not understand it? Are there any words/ideas that you still do not understand? When you come to word you are not sure about: Look inside the word (for a familiar part structural analysis). Look outside the word for clues to its meaning (contextual analysis). Question: I wonder Write information: As we are reading, we should write down main ideas that we found from our websites that can answer our questions.

He did not clarify as much today. I sometimes think he is embarrassed to say when he doesn't understand something. He to really urge him to write things down on the sticky notes. termites, alkaloids, nocturnal, poisonous arrow frogs.

What makes their skin poisonous?

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: After reading, we should go back to our prediction. Was your prediction right? Lets go back to our questions and see if we can answer any of them. Ask new questions: After learning new information from the websites, what questions do you still have? Share information: Lets share the information that we learned about our questions. Put into Popplet

I think I gave him too much time to explore the different websites, next time I will need to guide him and narrow him in right away for what website is going to help us the best. However, he was able to easily navigate around the web.

Clarify: We need to take a look back at the words/ideas that we did not understand and try to make sense of them. How can we clarify these words and ideas? Today we are going to use the internet to clarify these words/ideas. Like in our text, there are bold words. Since this is on the Internet, we can click the bold words and it will take us to the glossary and give us a definition. Summarize: When I summarize, I give a broad summary about everything in the chapter. I sometimes write down the key words of the story and even go back and reread. What was this story about? Pull out the main ideas of the story and give a summary. Go back and look at the pictures and headings if you need a refresher. I learned that What helped you the most as a reader?

Had to really urge him to come up with questions after reading. I really helped him come up with some.

I wonder what makes the insects they eat poisonous.

Some of the vocabulary on the websites were difficult because it involved scientific terminology.

I learned that the insects makes them poisonous when the frog ate them. I learned that the skin gives it away from the bright color.
Teaching point(s) Text categories and questions Decoding development: Vocabulary development: terrestrial, forest floor, canopy, toxins Fluency development: Craft and structure: On the website, what is the purpose of the tabs? Integration of knowledge and ideas: Do you think other amphibians can be poisonous as well? Key ideas and details: What causes frogs to be poisonous? What do poisonous frogs look like?