Reciprocal Teaching Tutoring Lesson Plan

Student: Alex White

Tutor: Sarah Cesarek

Date: 2/28/14

Lesson # 1

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 the main ideas of a text and the details that support it. summarize the main points of a part of the text. 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: In stead of a warm-up text I will be doing a few more assessments with Alex. I will have him read a level 21 book and ask him to retell this story. The book he will read is Kwan the Artist. If this is an instructional level, I will continue until I find a frustration text. Use the Rigby Benchmark Assessment Directions to assist with vocabulary and what should be said to student.

10-20 minutes depending on how long it takes to find frustr ation text level

This will allow me to see where Alex is at in his reading levels and fluency and comprehensio n. This will allow me to make lessons that can be

targeted at his needs. Text introductio n and reading Text and level: The Olympics Level 21 pg. 10-11 (Focus Questions: Who competes in the Olympics? How does a person come to compete in the Olympics?)

8 minutes

Preview/tex t feature walk

Record predictions

Prior knowledge: What can you tell me about the Olympics? Did you watch the Olympics last week?Do you remember anyone who competed in the Olympics? Youtube video: http://www.youtube.com/w atch?v=tpWna2NC_94 Preview: Let's take a look at page 2. This is the Table of Contents and it tells us some main topics of the book. Read these topics. Let's look at page 10 and 11. From the header and pictures, we can imagine that these pages may be about athletes and how they come to perform in the Olympics. Remember when we preview a text we are looking for what the book may be about and what it tells us. This is what you will be doing in our next couple lessons together.

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

Predict: As we always should before reading, let's make a prediction. I know you used the "Fab Four" last year. We will use them again this year because they are so important. We can also use the text, headings, and pictures to predict what will happen in the book. I predict that we will learn how young athletes begin to

prepare for the Olympics. What do you think we will read about on these two pages? *Write Alex's prediction on post-it note.

Set a purpose for reading: While you read, think about the prediction you made and decide if you were right. Also, think about other important information that you learned while you were reading. I will be asking you to come up with a question and to clarify something that you did not quite understand. Direct attention to the Fab Four by pointing to these words for him. I know you used the "Fab Four" last year. We will use them again this year because they are so important. Can you remember any of them? Introduce them again to him. Good readers are able to use the Fab Four.

After reading discussion

Strategy use highlighted

Verify predictions

Reader talks

Clarify: Model how to clarify trials by reading on and looking in glossary. As you were reading these pages I found a tricky word that I did not quite understand. The word trials did not quite make sense to me. I think I am going to go back and reread that section and read on after it to see if I can figure it out. I am going to use clues in the text and background information to help me. Read the section out loud. Model metacognition by talking out loud about what I'm thinking. So trials are like competitions that the

10-15 minutes

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

Write a question

athletes have to compete in to go into the Olympics. That makes sense because not everyone can just enter the Olympics. I also see it is a bold word so I can check the meaning in the back of the book as well, which is called the glossary. What is a word that you thought was tricky. Write down his word on post-it. Question: think about what they read, what questions could be asked about content start with literal questions that can relate right back to text for answer. point to answer in text. So one question that I had from what we read was what are some aspects that qualifies a person into the Olympics. Here our text says "Each country chooses its Olympic team" and the trials are another way for them to become an Olympic athlete. What is a question you could ask based off of what we read? Write question on post-it note.

Reflect on the helpfulness of the strategies

Retell: Tell me everything that you can remember about the two pages that you just read. Provide as much detail as possible.

Summarize: Let's find some of the main ideas of the two pages that you just read. If Alex needs help summarizing the text I will ask probing questions to help him. How are the athletes chosen to compete in the Olympics? What is some training they receive? Would this summary help

someone who has not read this know what the book is about? What is one thing that you learned today that helped you as a reader?

Teaching point(s)

Decoding development:

Vocabulary development:

Key ideas and details:

Text categories and questions

Fluency development:

Craft and structu re:

Integra tion of knowle dge an d ideas: