Reciprocal Teaching Tutoring Lesson Plan

Student : Jayden Tutor: Ken Tucker

Date: __3/27/14_______________ 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.

I can learning target (related to your goal for the reader and the Common Core): I can find main ideas of the text and their supporting detail.

Text complexity: Lesson Component Description of Planned Activities Time Outcomes and Comments (The reader and you)

Warm-up and reading for fluency Text introduction and reading

Text and level:

Text and level:Top 10 Longest

Preview/text feature walk Record

Prior knowledge: Have you ever swam before? Have you ever swam in a lake or river? Have you ever swam in

Student answered with a response of telling me about how he went tubing in a lake and how he also swam in a pool before. He told me the difference between the two, such as water levels, how clean the

predictions

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

a pool? What is the difference between swimming in a lake or a pool? What is the longest you ever swam?

water is and the environment of it.

Preview: Today we are going to look at the longest swim in the word. Remember when we preview the book we are looking for information that will tell me what the text is going to be about. Let's look at the pictures in this section. On page 20 & 21, there is a picture of what looks like a man swimming in a river. I figure this is the man that swam the longest swim because of the bold heading in the top left corner. A heading usually tells you what the pages are going to be talking about. Also when I look at the pages I usually am attracted to the bolded words on the

During the preview section after I explained the bolded words he then told me about the glossary and we looked for the bolded word that was on the page and found the definition of the bolded word.

pages. Bolded words are usually words that are very important to what you will be reading about. Predict: As we always should before reading let's make a prediction. Use the fab four door chart to remind the students how and why we predict. When I make a prediction I usually look at the pictures in the text and some of the bolded words that pop out to me. When I look at the picture on page 20 & 21 I see the man swimming in the water with trees behind him. Since there are trees behind him I would assume that he is swimming in a river. From this picture I would make a prediction that we would learn about what river he swam in. Now its your turn

After I molded the prediction section he made the prediction that we were going to learn about what state or country the same swam in. He responded very well with the prediction section of the lesson.

to make a prediction by looking at the text and the illustrations around it. Write student's prediction down on a post it note and have them place it in the prediction section of the fab four organizer.

Set a purpose for reading: While you read, consider the prediction you just made and decide if you were right as well as some other information that you find important. I will also be asking you to come up with a question and clarify something you read as well so be ready for that.

After reading discussion

Strategy use highlighted

Clarify: When I am reading sometimes I come across words that I am not familiar with. When I was reading I came

The words that Jayden wanted to clarify were Kilometer and bullsharks. For kilometers the word miles were right by it so I asked him if he

Verify predictions Reader talks about how he/she clarified a word (or an idea) Write a question Reflect on the helpfulness of the strategies

across the word suffered and I wasn't familiar with this word. So what I did was use clues in the text and what i already know about the topic to help me. I know that when you continue to read that sentence is says that suffered serious sunburns. I know what sunburns are and that they hurt very bad. So I use these clues and what I now to come up with that suffered might mean that someone is hurting or feeling pain. I came up with this because I know that sunburns hurt and if he suffered them I know that he was in pain. What word did you find tricky that you want to clarify? Question: Bring attention to the fab four chart for questioning. I read this small section on his swim and I came up with a question I

knew what miles were and he knew what they were and I explained to him that kilometers is just another form of a measurement. As for bullsharks he figured out by looking through the text and pictures that bullsharks were just a form of a shark. I would of showed a video of a bullshark from the internet to show him what the bullshark looks like to give him a better ideas of it.

For the question portion he wanted to know how many days did Martin swim for. In the book it said that he swam for 10 hours a day for 66 days. He then did 66 x 10 and then divided it by 24 to

could ask that would be answered through this section. Another way to make a question is to look at the pictures in the text. I might ask..." How long did he swim for? " What's a question you could ask based off what you read. (if the student is struggling to make a question provide scaffolding.)

get how many days he swam for which was about 27 days. I did very little actually teaching during this because he set up the problem well by himself.

Retell: Tell me everything you remember about the section you just read. Think about some of the important details and topics that you read about. Also think about the pictures that you saw on the pages, this you help you add detail when you retell what you read. Summarize: Guide the student to the summarize section

Jayden retold the story very well with a lot of detail. I did use some minor scaffolding but overall it was pretty good.

For the summarize section Jayden and I

of the fab four chart. Let's find some of the important main ideas about this section of this text. This is all about the longest swim. To do this it might be a good idea to look at the bolded words that we talked about before. What are some details about the longest swim? Guide student to come up with a summary statement similar to: In 2007 Martin Strel swam the entire length of the Amazon River I South America. He swam 10 hours a day for 66 days to finish. The Amazon River is a dangerous river and when he was swimming he got sunburnt.

reviewed all the information from the book and he can up with this summary, That Marting swam for 27 days. He swam in a dangerous river that had bullsharks and piranhas. He also got sunburnt.

Teaching point(s) My teaching

Decoding development:

Key ideas and details:

point was for Jayden to use the books text and illustrations to comprehend the text.

Vocabulary development:

Craft and structure:

Fluency development:

Integration of knowledge and ideas:

Text categories and questions