Reciprocal Teaching Tutoring Lesson Plan

Student: Trint Tutor: Aaron Van Hoeck

Date: 4/25/14 Lesson # 5

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
I can organize main points from the text in a graphic organizer.
Text complexity:

Lesson
Component


Description of Planned
Activities


Time


Outcomes and Comments
(The reader and you)

Warm-up and
reading for
fluency
Text and level:
Track and Field (Level 24)

Text introduction
and reading

Preview/text
feature walk
Text and level:
Track and Field (Level 24)
Pages 13-20 (Field Events)







Record
predictions

Remind to think
about questions
to ask andto
lookfor a word(s)
to clarify during
reading
Prior knowledge:
"What do you know about
track and field? Have you ever
seen a track or a race before?
Describe it to me. What are
some track events you know?
Preview:
Let's start by looking at the
pictures. What do you think
they are doing in each picture.

What did you learn from just
looking at the pictures

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 the people who
participate in track events
train for a long time before
doing them.
Set a purpose for reading:
Remember to look for the
answer to your prediction
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
2
min.




4min.




1min.








2min.
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 8. The word
endurance 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 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.
The question I came up with
based on what I read in the
text was how do people train
without having a track. What
question did you come with?



5min.















2min.




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 terms and rules
of Track and Field?




5min.






4min.

Teaching point(s)

Text categories
and questions


Decoding
development:
Breaking down the
vocabulary words.
Vocabulary
development:
The bold words will direct us
to the glossary.
Fluency development:

Key ideas and details:

Craft and structure:

Integration of
knowledge and ideas: