Reciprocal Teaching Lesson Plan

Student ___________3rd Grade__________________________  Tutor:

____Bailey and Rachel__________________
Date: _________________   Lesson # ___ ____

Iowa Core Standard: 

Literacy
RL.3.1 (key ideas and details) Ask and answers questions to demonstrate an
understanding of the text, referring explicitly to the text as the basis for the
answers

I can learning target (related to your goal for the reader and the Iowa
Core): I can describe key events and main ideas from the text and its images to
explain the information of the text accurately.

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

Assessment: predict, question, clarify, can summarize a different section of the

text

Lesson Description of Planned Activities Tim Outcomes

Component e and
Comments
(The
reader and
you)

Warm-up and Text and level:  An Apple a Day Grade

reading for 3 Level R
fluency
Text Text and level: 
introduction
and reading  This is our goal today: I can
describe key events and main
Use a My Turn, ideas from the text using vocab to
Our Turn, and help support and explain the
Your Turn information of the text accurately.
procedure

Preview/text  Prior knowledge (review and

feature walk connect): We have been reading
informational texts and we have
Record learned as readers we need to get
predictions our brains ready for reading by
thinking about what they already
Remind to think know about the topic.
about questions  The title of this book is An Apple
to ask and to a Day Think about these two
look for a questions: How often do you eat
word(s) to an apple? Is apple a healthy food?
clarify during What makes a food healthy or bad
reading for you? [Record responses on the
white board]

 Preview: My turn first.  I am

going to preview the text by
looking at the title, words to
know, and table of contents.  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 [nutrients and
subtitles underneath nutrients like
what is a protein? ]. 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 book to page [p. 13]. The

author uses a diagram to help the reader
navigate and get more information about
the text This diagram focuses on
examples of what to consume with
protein, carbohydrates, fats, and water.
Looking at this page/diagram I notice
the bolded words  [concentrating] which
means they must be important. 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 types of
nutrients.  [including protein, and
carbohydrates]. 

 I think I will learn the types of

food groups we eat because . . in
the TOC there was a title called
nutrients with subtitles that ask
what is a protein, carbohydrate,
and fats.
 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: types of
food that are good for you.].
[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 section called

Nutrients on page (5):. I can tell from
the title that we will be reading about
nutrients in the body. What do you
notice at the top of the page? Yes, I also
notice the a diagram box and caption
[read caption] asking how many meals
do you eat in your life? The author uses
these text features to give us more
information.

A. Let’s read the paragraph

on page 5 . 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
Use a My Turn, hard to read or ideas they don’t
Our Turn, and understand. When we read we ask:
Your Turn Which word or idea was hard for me?
procedure We can do this after reading to help us
better understand the text. Watch me as
Strategy use I clarify the meaning of a word.
highlighted
Thinking aloud: (A) My turn first. I
Verify read the words nutrient. I need to clarify
predictions what that means. I know nutrient means
something that’s good for your body
Reader talks based on information after the word
about how nutrient. We can also look this word up
he/she clarified in the glossary because it is bolded. If
a word (or an there is no glossary we can use the
idea) words around the word filter to figure it
out. 
Write a question
Now it's our turn together. Let’s
Reflect on the find one word to clarify. [Provide
helpfulness of support.](other vocab words in the
the strategies text)
Thinking aloud: My turn first. 
Now it's our turn together. 

 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 better.
  Watch me ask a question
Thinking aloud: (A) My turn
first.. I am going to use the title
and turn it into a how question:
What are different types of
nutrients. I think some nutrients
are protein, carbohydrates, and
fats.

It’s our turn together. . Let’s

find another answer to the
question (another possible answer
could be short and long)

 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: My turn first.  I

am going to summarize what we
just read in the first paragraph of
nutrients. 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 nutrients are what makes
us stay healthy. There are
multiple types of nutrients]

You can help me. It’s our turn

together. We learned that we
 consume nutrients to keep are
bodies healthy and strong.

 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?
-Yes, so far we are correct. We
still need to read the sections on
the types of nutrients there are.
Let’s check our  goal:  I can
make and check predictions
based on evidence from the text.