Reciprocal Teaching Lesson Plan

Student ___________3rd Grade__________________________  Tutor: ____________Bailey and

Rachel__________________________________  

Date: _________________   Lesson # ___How Memory Works ____

Iowa Core Standard: 

Literacy
RL.3.1 (key ideas and details) Ask and answers questions to demonstrate an understanding of the text, referring explicitly to
the text as the basis for the answers

I can learning target (related to your goal for the reader and the Iowa Core): I can look back at the text to ask questions
to accurately find answers to the questions.

Text complexity:  This text requires the reader to integrate information from text features (photographs and glossary) to fully
comprehend the text

Assessment: 

Lesson Component Description of Planned Activities Tim Outcomes

e and
Comments
(The reader
and you)

Warm-up and Text and level:  How Memory Works Grade 3 text level Q
reading for fluency Hand out the book and have students sit quietly.
Text introduction Text and level: 
and reading
 This is our goal today:. I can describe key events and main ideas
Use a My Turn, Our from the text using  vocab  to help support and explain the
Turn, and Your Turn information of the text accurately.
procedure

Preview/text feature
walk  Prior knowledge (review and connect): We have been reading
Record predictions
Remind to think about
questions to ask and
to look for a word(s)
to clarify during
reading
 Preview: My turn first.  I am going to preview the text by looking
informational texts and we have learned as readers we need to  get
our brains ready for reading by thinking about what they already
know about the topic.
 The title of this book is How Memory Works. Think about these
two questions: How do we remember stuff? Why do we remember
some things and not others?  [Record responses on the white board
at the title, words to know, and table of contents.  I do this before
reading to help me make a prediction (open the book and look at the
TOC). Now it’s our turn together. The author uses the TOC to tell
readers what information is in the book and how that information is
organized. I notice [types of memory and improving memory, ].
What do you notice? I also notice the title on the facing page. Now
it’s your turn. What else do you notice?

Turn to the back of the book and find the glossary [p. 16]. The author uses a
glossary to help the reader understand what each vocab word means. Looking
at the glossary  I notice the word  [concentrating] which means paying close
attention to something. Now it’s your turn. What do you notice?

 Predict: It’s time to make a prediction. A prediction is a smart guess

about what the text is about. We make a prediction by thinking
about what we already know about the topic and the information we
read in  the preview. We do this before reading to help us think
more about the text and to search for information.

Thinking aloud: My turn first. I noticed in the TOC there was

information about types of memory and how to improve memory 
[provide examples]. 

 I think I will learn the types of memory and how we can make our
memory better from concentrating  because . . in the TOC there
was a title that said types of memory and improving memory. I also
remember the glossary had a vocab word that explained
concentration. 

Now it’s our turn together  to make a prediction using evidence

from the text and what you know. We will use the language frame:
I think I will learn . . . because  . . [For support if needed:memory
and how it works inthe brain]. [Record the prediction.]

 Set a purpose for reading: We are going to set a purpose or a

reason for reading. To do that we think about the preview, our
predictions, and what we are wondering about. This will help us to
focus our reading brains as we read and search for information.
 Let’s read to find out [base the purpose on the reader’s prediction].

We are going to read the second section Types of Memory on page (5):. I can
tell from the title that we will be reading about the different types of memory .
What do you notice at the bottom of the page? Yes, I also notice the
photograph and caption [read caption] at the bottom of the page. The author
uses these text features to give us more information.

A. Let’s read the first section. Remember your purpose for

reading based on your prediction. We are searching for
that information.

B. Let’s read the second session. Remember your purpose

for reading based on your prediction. We are searching
for that information.

After reading
discussion  Clarify: 
Reader’s pay attention to words that are hard to read or ideas they don’t
Use a My Turn, Our understand. When we read we ask: Which word or idea was hard for me? We
Turn, and Your Turn can do this after reading to help us better understand the text. Watch me as I
procedure clarify the meaning of a word.

Strategy use
highlighted
Thinking aloud: (A) My turn first. I read the words filter. I need to clarify
what that means. I know we filter water to get the bad parts out but  I am not
sure what filter  means in this context.  I will read words around the world
Verify predictions filter or I will go to the glossary  to see if that helps me. The glossary explains
that filter means to select or reject only the parts of something that are needed
Reader talks about or wanted. If there is no glossary we can use the words around the word filter
how he/she clarified a to figure it out. 
word (or an idea)

Now it's our turn together. Let’s find one word to clarify. [Provide
Write a question
support.](other vocab words in the text)
Thinking aloud: My turn first. 
Reflect on the Now it's our turn together. 
helpfulness of the
strategies
 Question: We ask questions about the text. We ask questions that
use the words what, when, where, why, who, and how. We can do
this after the reading because it helps us to understand the text
better.
 Watch me ask a question
Thinking aloud: (A) My turn first.. I am going to use the title and
turn it into a how question: What are the types of memory? I think
there are two types of memory, working memory and long term
memory.

It’s our turn together. . Let’s find another answer to the question
(another possible answer could be short and long)

 Summarize: 
 Let’s summarize what we just read. A summary is telling about the text in a
shorter way. A reader tells the topic of the text and the most important
information. We do this after reading because it helps us remember and
comprehend the text better

Thinking aloud: My turn first.  I am going to summarize what we

just read in the first paragraph of types of memory. I need to include
the topic and important information. So I am going to skim over
what I just read and think about it. [Aloud: two types of memory,
working memory and long term memory.]

You can help me. It’s our turn together. We learned that working
memory is memory we use most of the time 

 Confirm prediction: Let’s check our predictions. We do this after

reading to help us think more about the text and our search for
information. We use evidence from the text to check our
predictions.
 Were we right? How do we know? [Check text.] Do we need to
read for more information? -Yes, so far we are correct. We still
need to  read the section on how to improve memory

Let’s check our  goal:  I can make and check predictions based on
evidence from the text.