Reciprocal Teaching Tutoring Lesson Plan

Student ___Tyraih Rogers_________________________ Tutor: __Michelle Vonachen___________________________

Date: __12/05/14_______ Lesson # _Eight______
Common Core State Standard:

RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

RI.3.8 Describes the logical connection between particular sentences and paragraphs in a text (e.g., comparison,
cause/effect, first/second/third in a sequence).

RI.3.9 Compare and contrast the most important points and key details presented in two text on the same topic.
I can learning target (related to your goal for the reader and the Common Core):

I can explain how key details in the text support the main idea.

I can use text features to locate information to clarify my understanding of what I am reading.

I can make connections between particular sentences and paragraphs in the text by using comparison and cause/effect.

I can compare and contrast the important key details in different areas/parts of the text.

Text complexity: Monkeys & Apes LV 22

Lesson
Component

Description of Planned Activities

Warm-up and
reading for
fluency

Text and level: (FAST) Tom, form 4

Text
introduction
and reading

Text and level: Monkeys & Apes, LV 22

Preview/text
feature walk
Record predictions
Remind to think
about questions to
ask and to look for
a word(s) to clarify
during reading

Prior knowledge:

As you remember last week we created a

Pic Collage and a Chatter Pic to go along
with it (refresh the students memory by
presenting their Pic Collage to them).
Lets take a moment and listen to your
chatterpic.

Predict:

What makes someone a fluent reader?

What do fluent readers pay attention to
while reading? What kind of expression
do they read with? What kind of pace?

Preview:

We always want to do our best and try to

be a good fluent reader while reading.
o Hand the student the fluent
reader rubric. Go through
each section of the rubric
with the student,
demonstrating and
modeling each section.
o Allow the student to
practice using the rubric by
allowing them to listen to
their chatterpic recording

Time

Outcomes and Comments

(The reader and you)

and grading how fluently

they read in it.
Once the student has
finished grading
themselves go over what
they marked for each
category. Talk about what
they did good on and what
they need to improve on
for next time.

Set a purpose for reading:

Now today we are going to being creating

a puppetpal video using the ipad. This
video will be a script we will write will be
the story about a baboon. After we are all
done and our puppetpal video is complete
we will watch our master piece ourselves
and as we watch it I am going to have you
feel about another Fluent Reader
checklist.

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:

Lets look back to our pic collage, so from

our pic collage what types of information
do we need to include in our story about
baboons? What two words that we learned
when reading about baboons should we
include (troops and grooming)?
o Use this information with
the student to help them
come up a story or type of
documentary. Let them
have fun with it. For time
purposes only allow one
character to be in the video
and three scenes tops.
o When writing the script
allow the student to
organize their thoughts
down on the My Scripit
Worksheets.

Retell:

When done with their script, have the

student read it back to you. As they are
reading have the student underline the
facts from their reading that they included
and highlight with a highlighter the
vocabulary words from the reading.
After they are done reading their script
back to you, bring back out the fluent
reader chart. Reread over each category
on the fluent reader chart, and revisit areas
that the student marked themselves low on
after listening to their chatterpic.

Review how the student

needs to read to improve
those areas.
Allow the student to review and practice
the script a couple times through. Once
they are comfortable with it allow the
student to record their very own
puppetpal.

Summarize:

With their Puppetpal complete allow the

student to watch through one more time
for fun so they can appreciate their job
well done. On the second time through
have the student focus on listening to how
they did when reading their script; have
them grade themselves once again with
the Fluent Reader worksheet.
o Once done go over how they
graded themselves. Talk about
what they did well on. Where
they improved and where they
might still need some practice
at.
o Talk to the student about what
they find easy when working on
being a fluent reader? What do
they find hard? What are ways
they can practice being a fluent
reader?

Teaching
point(s)

Decoding development: Using the Ipad

and My Script worksheet and Fluent
Reader rubric to document learning and
practice strategies for future reading.

Vocabulary development: Vocabulary

words troops and grooming

Fluency development: Strategies to use

when recording information gathered
from the text. Strategies to be fluent
reader, student making own assessment on
work. Skills on how to organize thoughts
and writing.

Text categories
and questions

Key ideas and details:

o What were the areas as a
fluent reader you felt you
did well on?
o What were the areas you
felt as a fluent area you
felt you need to improve
on?
o
Craft and structure:
o How can we work
towards being a good
fluent reader?
o How can you take what
you learned from the text
and re-direct it into
something new?
Integration of knowledge and
ideas:
o What information of that
we learned from reading
the text is in our
puppetpal video? How
did you work in our
vocabulary words?
o What does it take to be a
fluent reader?