Reciprocal Teaching Tutoring Lesson Plan

Student Trint Tutor: Aaron Van Hoeck

Date: 3/28/14 Lesson # 2

Common Core State Standard:
CCSS.ELA-Literacy.R1.5.2 Determine two or more main ideas of a text and explain how they are
supported by key details.
I can learning target (related to your goal for the reader and the Common Core):
I can find main ideas and supporting ideas of a text
I can summarize portions of the text
Text complexity: Language is accessible and well formatted. Easy to find main points.

Lesson
Component


Description of Planned
Activities


Time


Outcomes and Comments
(The reader and you)

Warm-up and
reading for
fluency
Text and level:
Rocky Mountain National
Park (Level 24)

Text introduction
and reading

Preview/text
feature walk
Text and level:
Rocky Mountain National
Park (Level 24)
Pages 4-11 (High Mountains)





2


Record
predictions

Remind to think
about questions
to ask andto
lookfor a word(s)
to clarify during
reading
Prior knowledge:
"Have you ever heard
about this park? Have you
heard about the rocky
mountains? Where are the
rocky mountains?"
Preview:
Let's start by finding the park
on a map and looking at it
online.
I will show location and the
national park website online.

What did you learn from that
website? Let's take a look at
the pictures. Do any of these
pictures teach you anything?

Predict:
You should start out every
reading with a prediction.
Show fab four chart and
where prediction comes in.

Here is an example. I predict
that people go to Rocky
Mountain Park because they
like to see the animals and do
a lot of outdoor activities.
Set a purpose for reading:
Remember to look for the
answer to your prediction
min.




4min.




1min.








2min.
while you read the book. Also,
remember how I will be asking
you to clarify and question
after you read. These are parts
of the Fab Four that we just
looked at.
After reading
discussion

Strategy use
highlighted

Verify predictions

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

Write a question

Reflect on the
helpfulness of the
strategies

Clarify:
I'm going to show you how I
read an unfamiliar word. Look
on page 4. The word glacier is
in bold letters. I don't know
what the word means so I look
at context clues. The page
doesn't say any more about it
so I have to think about what I
know about polar bears that
wasn't on the page. One way
you could find out an
unfamiliar word is to look in
the glossary in books like this.
Let's turn to the glossary at
the end of the book.

Now what is something you
needed to clarify as you read
this book? How did you clarify
this?
Refer back to fab four as they
explain this.

Question:
Point out the question part of
the Fab four.



5min.















2min.

The question I came up with
based on what I read in the
text was, why don't polar
bears just move south to
where it is warmer? I saw in
the reading that people love
to do the many activities in
the park and to look at the
natural beauty. What question
did you come with? How can
we answer that question?
Retell:
I would like you to tell me
everything you just read
without looking at the text.
Include as many details as you
can.
Summarize:
Guide student through the
summarize section of Fab
Four.
Lets find some of the
important ideas from this part
of the book.What are some of
the important features of
Rocky Mountain National
Park.







5min.






4min.

Teaching point(s)

Text categories
and questions


Decoding
development:
Breaking down the
vocabulary words.
Vocabulary
development:

Key ideas and details:

Craft and structure:

Integration of
The bold words will direct us
to the glossary.
Fluency
development: Suppor
t through vocabulary
instruction.
knowledge and ideas: