Reciprocal Teaching Lesson Plan - Sharks

Student: 3rd Grade Tutor: Emily & Lydia

Date: 12/02/20 Lesson #3

Iowa Core Standard: RI.IA.1 Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning,
visualizing, making inferences, summarizing, and monitoring for comprehension.

I can learning target (related to your goal for the reader and the Iowa Core): I can make and check predictions based on evidence from the text.

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

Assessment: Did the reader identify text-based evidence to support the prediction (right there in the text).

Lesson Description of Planned Activities Time Outcomes and Comments

Component
(The reader and you)

Warm-up and Text and level: NA

reading for
fluency

Text Text and level: Sharks - (Level 3)

introduction and
reading

● This is our goal today: I can make and check predictions based on
evidence from the text.
Use a My Turn,
Our Turn, and
Your Turn
procedure ● Prior knowledge (review and connect): We have been reading
informational texts and we have learned that readers get their brains
ready for reading by thinking about what they already know about
the topic. The title of this book is Sharks. Think about these two
Preview/text feature questions: Have you ever seen a shark before? What do you already
walk know about sharks? [Record responses.]

● Preview: My turn first. I am going to preview the text by looking

Record predictions
Remind to think
about questions to
ask and to look for
a word(s) to clarify
during reading
at the title, table of contents, and index. 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 [Physical Description, Eating, and Strange
Sharks]. 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. 20]. The
author uses a glossary to help readers make meaning of key words
in the text. Looking at the index I notice a variety of words listed
[camouflage, cartilage]. 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 the physical description of sharks. I know in the
glossary on page 20, camouflage is listed.

I am ready to make a prediction. I think I will learn how sharks use

their physical features to protect themselves because in the TOC
there was a title that said: Physical Description . I also remember
from the glossary that I will find information about camouflage,
and I know that animals use camouflage on their bodies to help
keep themselves safe. [Record the prediction].

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: Sharks
use their bodies to survive]. [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 chapter on page 7: Physical Description. I

can tell from the title that we will be reading about the physical
description of sharks. What do you notice at the top of the page?
Yes, I also notice the diagram and caption [read caption and
diagram] at the bottom of the page. The author uses these text
features to give us more information.

(A) Let’s read the first paragraph. Remember your purpose

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

(B) Let’s read the second paragraph. Remember your

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

(C) Let’s read the third paragraph. 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 understand. When we read we ask: Which word or
idea was hard for me? We can do this after reading to help us better
Use a My Turn, understand the text. Watch me as I clarify the meaning of a word.
Our Turn, and
Your Turn
procedure
Thinking aloud: (A) My turn first. I read the words dorsal fin. I
need to clarify what that means. I know that a fin is something that
fish use to swim. But I am not sure what constant means. I will read
around the words to see if that helps me. The text says sharks use
Strategy use
highlighted their fins to steer, turn, and keep their balance before the words.
That doesn’t help yet. I will keep reading after the words dorsal
fin.The text says which sharks use to keep upright. That still doesn’t
help me. I notice that the words dorsal fin are bolded. This means
Verify predictions that it is a key word in the glossary. I can turn to the glossary on p.
20 and read the definition for dorsal fin [read definition]. Knowing
the meaning of dorsal fin helps me understand this paragraph.

Reader talks about

how he/she clarified
a word (or an idea) Now it's our turn together. Let’s find one word to clarify. [Provide
support.]

Write a question
● 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
Reflect on the better.
helpfulness of the
strategies Watch me as I ask a question.
 Thinking aloud: (A) My turn first. I am going to use the title of
this section and turn it into a how question: How do sharks benefit
from their physical features? I think one way that they benefit from
their physical features is that they use their camouflage to blend in
with their surroundings. The answer is right here in the text.

It’s our turn together. Let’s find another answer to the question,
How do sharks benefit from their physical features? [Provide
support to the reader: sharks use their fins to steer, turn, and keep
their balance. Also right there in the text.]

● 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: (A) My turn first. I am going to summarize what

we just read in the first paragraph. 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: Sharks… physical features…
camouflage… dorsal fins… to protect themselves.]

You can help me. It’s our turn together. We learned that Sharks
use their physical features, such as their camouflage and dorsal fins
to keep themselves safe.

● 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?

Let’s check our goal: I can make and check predictions based on
evidence from the text.
Teaching ● Decoding development: ● Key ideas and details:
point(s)

● Vocabulary development: ● Craft and structure:

Text categories
and questions ● Fluency development: ● Integration of knowledge and ideas: