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Reciprocal Teaching Tutoring Lesson Plan

Student: Alex White

Tutor: Sarah Cesarek

Date: 4/4/14

Lesson # 4

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. CCSS.ELA-Literacy. RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

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.

Text complexity:

Lesson Component

Description of Planned Activities


Outcomes and Comments (The reader and you)

Warm-up and reading for fluency

Text and level: The Olympics Level 21 pages 16-17

5-7 minutes

Alex did not want to read as much as I had wanted him to. Today we did popcorn read for three sentences.

Text introduction and reading

Text and level: The Olympics Level 21 pages 12-15 (Focus Questions: What are some of the Summer Games that athletes can compete in? What do the athletes do in these specific events?) Alex believed that football should be in the summer Olympics. He said he would like to play in this game if it was in the Olympics.

Preview/text feature walk

Record predictions

Remind to think about questions to ask andto lookfor a word(s) to clarify during reading

Prior knowledge: What can you tell me about the Summer Olympics/Games? Do you know any of the events/sports that athletes can participate in? Which ones would you like to do? Why?

Preview: Let's turn to pages 12 and 13 for now. We will also be looking at pages 14 and 15 today. What does it say that we will be reading about today? How did you know that is what we would be reading about today? Yes, the header which we learned about last session. Do you remember what the subheader or subtopic is? Can you find the only one on these pages? So we will be learning

Alex knew and pointed out the header and he told me what the header does. (It tells us what we will learn and read about.) He needed prompts and scaffolding on what the subheading was. I told him that the subheading tells us a little more specific information about what we will read about. It is still bold big words, but not as large as the heading. He was able to to point and tell me what the subheading was then.

about track and field on this page. Let's turn to the next page now. What do the subheadings tell us about these pages? Yep, we see swimming and diving and gymnastics on these pages.

There was a picture of a man doing long jump in the picture and Alex read the caption. His prediction then was that we would learn about learn jumping in the text.

Predict: We are going to make a prediction before we start reading. To do this, we are going to use the Fab Four again. Remember, we can use the text, headings, subheadings, and pictures to make a prediction about what we are going to read. I predict we will learn about what the women are doing in this picture. Based on what I know about the Olympics so far, I know they have an event called synchronized swimming, but I don't really know what it is. I hope and predict we will find that out. What are you going to predict about these pages? It can be more than one prediction too. **Write Alex's

prediction on a postit note and place it on the prediction section of our fab four chart.

Set a purpose for reading: While you read, think about the prediction you made and decide if you were right. Also, think about other important information that you learned while you were reading. I will be asking you to come up with a question and to clarify something that you did not quite understand. Also, think about our focus questions that we stated at the beginning of our new lesson. See if you can answer these by the time you are done with this text.

After reading discussion

Strategy use highlighted


Clarify: Model how to clarify marathon. I am not quite sure what was meant by marathon the first time that we read through our text. When I think of a marathon I think of a

Alex's best fab four is clarifying. He does this as he is reading the text without any scaffolding. He found the word kilometers in the text and right after he finished the sentence he said that this word must go into the


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

Write a question

Reflect on the helpfulness of the strategies

tv show being on over and over again for a long amount of time. I want to reread that sentence and section. *Reread sentence and following sentence.* Oh, so a marathon in track and field is a long race that runners have to run. It is the longest race in track and field. That makes sense even with the tv marathon.What is a word or phrase from what we have read that you would like to be clarified? Write this down on post-it note and place it on the clarify section of our fab four chart. Go back and have him reread that section so that he can have a clearer understanding of the unknown or confused word/phrase.

clarify section.

Alex's struggle is finding a question within the text to have a question about. His questions are ones about the pictures and that cannot be answered in the text. For example, "How far will he jump?" and "Who will win the Olympics?"

Question: My question for these is what are the events and what do the gymnasts perform on in these events? Oh, the answer to this question is right here on page 15 at the end

We did not get to the retelling of our lesson today. We only summarized the main

of the paragraph. They perform on balance beams, rings, bars, and floor mats. What is a question that you have that you can find in the text that we read today? Let's write that down along with the answer. Write his question on a post-it note and place it on the question section for the fab four chart. Have him find the answer to his question.

ideas for comprehension.

Alex summarized our main topics of track and field, swimming and diving, and gymnastics. He stated long jump in his summary along with how the gymnasts jump and land on a small beam.

Retell: Tell me everything that you can remember about the two pages that you just read. Provide as much detail as possible.

Summarize: Let's find some of the main ideas of the pages that you just read. If Alex needs help summarizing the text I will ask probing questions to help him.

The fab four that helped Alex the most today was the clarifying. I learned what kilometers is. I also think predicting really helped Alex because he learned about the prediction that he made the most in the text.

Which of the Fab Four helped you the most today as a reader? Why?

Teaching point(s)

Decoding development:


Vocabulary development:

categories and questions

Fluency development: For the warm up we worked on paying attention to punctuation and pausing at the right places in the text.

Key ideas and details: I wanted Alex to find what the key ideas and details were today by paying attention to the craft and structure of the text. I really wanted to focus on summarizing today and picking out the main ideas of what we read about.

Craft and structure: We focused on the headings and subheadings today of what the text was about so that way he would be able to comprehend the text a little bit better.

Integration of knowledge and ideas: