Reciprocal Teaching Tutoring Lesson Plan

Student ___Jaxon Wernke_________________________ Tutor: Rebekah

Hilby ____________

Date: _Feb. 26, 2014______________ Lesson # ____2___

Common Core State Standard:
CCSS ELA-Literacy RF.5.4a Read grade-level text with purpose and understanding
I can learning target (related to your goal for the reader and the Common Core):
I can use the Fab Four to guide my read and comprehension on informational texts
to reach an independent and proficient reading level.

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:
Text
introduction and
reading

Preview/text
feature walk

Record
Text and level: Food
Chains and Webs:
Level- 26-27
Opening:
What do we remember
about the "Fab Four?"
Question, Clarify,
Prediction, and

predictions

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

Prior knowledge:
Draw me a picture of
one example of a food
chain. "A food chain
shows how plants and
animals in a community
are linked together by
what they eat." Monday
we talked about the
savanna food chain, the
savanna is a grassland
plain located in dry
areas.
Preview:
Today we will continue
reading about food
chains in the savanna
food chains. Using the
Fab Four, it will help us
figure out further
information on the
savanna
Predict:
Before we begin
reading we should
always make a
prediction before getting
started. To help
organize our predictions
lets write them on a
sticky note and then
place the sticky
note underneath the
predictions box. We can
use clues from the text
and illustrations to help
make predictions on
what we will learn from
the reading. Using the
chart to help think of
different ways to
express your prediction.
I predict....will learn
about a different food
chain that co-exist
within the savanna
why (thought
process behind
prediction): Looking at
the illustration, the
images of insects clues
me into believing that
these insects belong to
a food chain as well.
Now allow the student
to write his or her own
prediction about what
they will learn from the
reading, then have him
explain his supporting
detail from the text of
illustrations on why he
made his prediction.
Set a purpose for
reading:
While you read,
consider the predictions
you just made and
decide if you were right
as well as some other
important information
you have learned. I will
also be asking you to
come up with questions
and to clarify something
you read as well so be
prepared to do that.
Direct attention towards
the Fab Four Chart and
point to these words.
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:
Remember you can
always receive help
from the clarifying Fab
Four friend. Use your
imaginary magnify glass
to help you figure out
tricky words or ideas
you don't
understand. On page
18 remember when we
saw the
word scavenger.(write
the word on a sticky
note and place it
underneath the clarify
section on the Fab Four
chart) I wasn't familiar
with this word so how
did I go about clarifying
the word? Direct
attention to the Fab

Four chart for help. Go
over the other precious
words in the clarify chart
and review the
meaning.
Have the student help
find the meaning of this
word in the back of the
book.
Now what is something
you needed to clarify
while reading? (allow
the student to write any
words they need help
clarifying on a sticky
note)
Were there any words
or ideas you didn't
understand?
What strategies did you
use to figure out this
word?
Encourage him to use
the Fab Four chart to
help think of strategies
and record words that
need clarifying.
Question:
Bring attention to the
Fab Four
chart question section:
Remember the
questions you ask
should be based on
what you read in the
text. Some of these
questions can be
answered in the book
("quiz questions") while
others are inferred. As
you read what were
questions that you
came across when
reading the text.
I might ask...(write on a
sticky note to help
remember the question)
How many different
food chains was the
vulture linked to? Show
me where you would
locate the answer to
this. What's
a why question you
could ask based off
what you read in this
chapter?

Retell:
Tell me everything you
remember about the
chapter you just read.
Add as much detail as
you can.
Summarize:

Teaching
point(s)

Guide student to come
up with a summary
statement similar to:

Key ideas and
details:

Text categories
and questions

(option of sticky note or
paper)
The savanna has
various food
chains. Some animals
exist in more than one
food chain creating a
food web. For example
the vulture is linked to
eating birds, zebras,
and lizards.
Check: Does this
include all the main
ideas ion this section?
Would somebody have
a good idea about this
reading based of this
summary?
Ask: What helped you
as a reader today?
Decoding
development:

Vocabulary
development:

Fluency
development:

Craft and structure:

Integration of
knowledge and
ideas: