Reciprocal Teaching Tutoring Lesson Plan

Student __Tyraih Rogers_________________________ Tutor: _Michelle Vonachen_____________________________

Date: _10-31-14________ Lesson # __Four___
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.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given
topic efficiently.

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 20
Lesson
Component

Description of Planned Activities

Warm-up and
reading for
fluency

Text and level:

FAST assessment, Form One: Ann

Text introduction
and reading

Text and level: Monkey & Apes, LV 20

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

Introduction:
Before introducing the text, the
student will be given a reading log worksheet
(this worksheet will be used throughout the
lesson plan). You will go over each part of the
worksheet with the student.
Prediction/Prior knowledge:

The text that the student will be

reading will be displayed on the table
in front of the student but not yet
opened. You will start by helping her
to fill out the first two parts of the
reading log worksheet Predicting
and Schema.
o Can you tell me what the
title of the book we will be
reading today? From the
title and pictures on the
cover of this book what do
you think we will be
reading about? (help the
student to record her
answer on the worksheet)
o One time I went to the zoo
and saw monkeys and
Apes, I already know that
they are really good at
climbing. What is
something that you already

Time

Outcomes and Comments

(The reader and you)

Over all I think the idea of the

reading log went very well today, the
time it took to model it but use a little
bit more behind schedule however
then I had anticipated. I felt as if she
understood the concept of what I
wanted her to get out of the reading
log very well and it did help to make
our reading flow a little better.
o When filling out her
reading log I did notice her
trying copy what I had
modeled earlier almost
word for word. This lead
me to having to stop her a
couple times and have her
use more of her own words.
I kept doing this because I
wanted to make sure she
truly understood how to do
it on her own and wasnt
just copying what I had
done earlier.

know about monkeys or

apes? (Have the student
record her answers on the
worksheet.)
From here you will open the book to
page 8. By looking at the heading,
subtitles and pictures on this page,
what do you think we might be
learning about? By looking at this
picture I think we might learn
something about how mother
baboons take care of their babies
(help student record answer down on
worksheet).

Set a purpose for reading/Vocabulary:

Today we will be learning about two

new vocabulary words; troops and
grooming (display both words in
front of student). To help us learn
these words we will be using these
Word Map worksheets. While you are
reading I want you to keep your eye
open for these two words. When you
come across one of these words I
want you to mark it with a posted
note, and we will then come back to
it later.
o When a student has come
across one of the
vocabulary words and
marked it with a posted
note, you will revisit the
word once she has
completed reading the
paragraph she was on.
When looking back on a
vocabulary word you will
use the Word Map work
sheet to teach the student
the vocabulary word by
using the text around it.

Before beginning to read you will

also introduce the student an app on
the Ipad called Pic Collage. With this
pic after as you go through the text
you will help the student to record
down information that they think is
key information/facts about Baboons.
With that information you will use it
to create a collage about what
Baboons.
o From there you will then
also use the app
ChatterPix, which you will
use to have the student
record the information and
display it on their Pic
Collage.

When teaching her the vocabulary I

had us use these Word Map
Worksheets that I made. I think they
were a hit with her, and I felt that
they really helped her to develop a
deeper understanding with the
vocabulary words.
o To start I modeled a word
just so I could run her
through each part of the
word map, but this one she
seemed to pick up quicker
on compared to the readers
log worksheet.
o Since modeling the reading
log in the beginning took a
little bit longer than I
expected we were only able
to get to one vocabulary
word today, which was the
word troops. I think I am
going to continue using this
worksheet next week to
learn the other vocabulary
word because I felt as if it
was a strategy that really
helped her.

She loved the Pic Collage! It was a

big hit right away, but it also took
more time than I thought it would. I
learned that for next time I should do
more of the typing mainly because
she wasnt very fast and it would take
up a good amount of time. Instead I
want to find quick and easy ways for
her to be more involved when using
this App.
o Due to time we were only
able to put up two out of the
free facts up about baboons
and no pictures. So next
week I think I will work to
get that final fact on it and
then also allow her to pick
out some pictures to match

each fact that we recorded.

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:

Direct the students attention to the

Clarifying section on the Reading
Log Worksheet.
o
Let the student take a
moment to think about
everything they had just
read.

Looking back at the text, was there

any parts of the text or words that
you found challenging/confusing? If
so can you point at it in the text?
o Modeling I dont
understand what the text
means when they said,
little baboons have four
hands. I think it mean that
they can use their feet like
hands, because the text
then later says, monkeys
feet are like hands.
Question:

Direct students attention to

Questioning section on the Reading
Log worksheet.
o Review back to the
predictions the student
made prior to reading the
text.

Have the student come up with two

questions. One questions that is
right there (who, what, when,
where). A second question that is a
think and search
(compare/contrast, cause/effect,
sequence).
o Right There Question:
What are Baboons
grooming out of each
others fur.
o Think and Search
Question: What are some
things that Baboons have
in common with Mountain
Gorillas (which we read
about last week).

What are others ways we could learn

about Baboons? What other tools
could we use besides this text book?

Retell:

To retell what we have read you will

Due to a lack of time we were not

able to get to the Clarify part of the
lesson nor the Question, Retell and
summarize.
o This tells me I need to
focus of shorting up my
lesson plan for next week
and break it down to more
of the key components of
what I want her to get out
of it.

have the student look back at both of

the Word Map Sheets and what they
recorded in the PicCollage while they
were reading.
o Help the student to
organize the information
collected. If the student
wrote down more than
three key facts help them to
organize it by asking what
facts are the most
important, what
information they think the
author really wanted them
to know/remember and
what facts go together?
Using that information that they
recorded down on their PicCollage
switch their attention back to the
Reading Log worksheet to fill out the
summarizing section.
o Now lets summarize
everything we have
learned. When writing a
summary first we must
start with the main idea.
What was the main idea of
what we read? Baboons,
that is correct. So with the
help of the facts we
recorded and your Word
Map worksheets. I want
you to write a three
sentence summary of what
we read about Baboons,
and it must include our two
vocabulary words.
o Ex. Chimpanzees live in the
tropical rainforest. They
sleep in nest that they make
up in the trees using
branches and leaves.
Termites are one of the
Chimpanzees favorite
things to eat, which they
catch by using a thin stick.

Summarize:

Using the summary that they child

writes have them record it on
ChatterPix and display it on their
PicCollage. Allow the student time to
look at their completed collage and
admire their work.
o What was your favorite
thing you learned about
Baboons today? What did
you find most surprising
about what you read
today?
o I wonder Model: I
wonder how long baboons

Teaching point(s)

Text categories
and questions

tend to live? What is

something that you wonder
based off what we read
today?
Out of all the strategies
and tools we used today,
which one did you find to
be the most helpful?

Decoding development: Introduce

vocabulary words before reading,
developing her understand of
vocabulary words using the text
while reading and any other
strategies. Go over any unknown text
after reading. Using other tools such
as the ipad to document learning and
practice strategies to use after
reading.

Vocabulary development:
Vocabulary words learned troops
and grooming.

Fluency development: Use different

strategies before, during and after
reading the text. Allowing the use of
other tools after reading.

Key ideas and details:

o What did you read about?
o Why is it important for
baboons to groom one
another?

Craft and structure:

o How can we clarify the
words that we learned about
(refer back to Word Map
worksheet)?
o How can we clarify any
other words you did not
understand/know in the
text?

Integration of knowledge and

ideas:
o What was the sequence of
facts that we learned from
the text (refer back to the
notes the student made in
their PicCollage)?