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Reciprocal Teaching Tutoring Lesson Plan

Student Trint Tutor: Aaron Van Hoeck



Date: 3/7/14 Lesson # 1

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
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:
Polar Bears (Level
24)

Text
introduction and
reading

Preview/text
feature walk

Record
predictions
Text and level:
Polar Bears (Level 24)
Pages 4-7 (About
Polar Bears)

Prior knowledge:
"What do you know




2
min.



Remind to think
about questions
to ask andto
lookfor a
word(s) to
clarify during
reading
about Polar Bears?"
Preview:
Let's start by watching this
video I found online about
polar bears.
Show Nat Geo Kids video

What did you learn from
that video? Let's take a
look at the pictures. Do any
of these pictures teach you
anything?

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 polar bears are
white because it helps
them hunt in the snow
without being seen.

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



4min.




1min.








2min.
of the Fab Four that we
just 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 4. The word
carnivore 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 about polar bears
that wasn't on the page. I
know that polar bears eat
other animals and that isn't
said anywhere else until
later. That must be what
carnivore means. Another
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



5min.















2min.




part of the Fab four.
The question I came up
with based on what I
read in the text was,
why don't polar bears
just move south to
where it is warmer? I
saw in the reading that
polar bears have
adapted so they live
best in the arctic. They
only know how to live
there. What question
did you come up with?
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 ways that polar
bears are suited for their
environment? What all can
we remember?




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: