Reciprocal Teaching Lesson Plan

Student _____________________________________ Tutor: ____Rebecca Nonnenmann__________________________________________

Date: _________________ Lesson # ___1____

Iowa Core Standard:

● Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text. (RI.5.2) (DOK 2,3)
● Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical
text based on specific information in the text. (RI.5.3) (DOK 1,2,3)
I can learning target (related to your goal for the reader and the Iowa Core):
● I can describe what climate change is.
● I can identify an effect of climate change

Text complexity: Y

Assessment: Students will fill out a graphic organizer that includes questions, answers, and where they found the answer (QAR) as well as
predictions and if their prediction was right/what they learned.

Lesson Description of Planned Activities Time Outcomes and Comments

Component (The reader and you)

Warm-up Text and level:

and reading
for fluency
Text Text and level: What do you Think About Climate Change? - Y
introduction
and reading ● This is our goal today:.
I can describe what climate change is.
Use a My I can identify an effect of climate change
Turn, Our
Turn, and
Your Turn ● Prior knowledge (review and connect): We have
procedure been reading informational texts and we have learned
that readers get their brains ready for reading by
Preview/text thinking about what they already know about the topic.
feature walk
The title of this book is What do you think about
Climate Change?. Think about what you know about
Record
predictions weather and climate and how climate can tell us about
a region's weather.
Remind to
think about ● Preview: My turn first. I am going to preview the text
questions to by looking at the title, table of contents, and index. I do
ask and to this before reading to help me make a prediction (open
look for a the book and look at the TOC). Now it’s our turn
word(s) to
together. The author uses the TOC to tell readers what
clarify during
information is in the book and how that information is
reading
organized. I notice evidence for climate change and
what is causing climate change. What do you notice? I
also notice the title on the facing page. Now it’s your
turn. What else do you notice?

● Thinking aloud: My turn first. I noticed in the TOC

there was information about evidence for climate
change. I will go to page 5 to preview this section.

● Let's all turn to page 5. I am going to take a look at the

map I see on this page. I notice Antarctica has 90% of
the world's ice. I see meteorologists are bolded. I want
to remember this word when I hear it in the reading to
understand its meaning and connection to the map.
● Now it’s our turn together. Let's all turn to page 6. I
notice the photograph and caption at the bottom of the
page. This photo is of [read caption] . The author uses
these text features to give us more information. What is
a bolded word you notice? Correct, glaciers is a bolded
word. Can someone predict what this means? How do
we think it will connect to climate change? Let's write
these questions down in our graphic organizer.

● Now it’s your turn. Let's turn to page 7. What do you

notice? What questions do you have?

● Predict:
Thinking aloud: My turn first.
I think I will learn what ice and glaciers have to do
with climate change . . . because . . . the title of the
book asks “what do you think about climate change? ''
and we saw information about each of these things in
our preview.

Now it’s our turn together

We will use the language frame: I think I will learn . . .
because . .

● 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 or our questions.
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 first two chapters of:

I can tell from the title that we will be reading about
evidence for climate change and what is causing it.

Let’s read the first paragraph. Remember your purpose

for reading based on your prediction. We are searching
for that information.

Let’s read the second paragraph. 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 hard
to read or ideas they don’t understand. When we read
Use a My we ask: Which word or idea was hard for me? We can
Turn, Our do this after reading to help us better understand the
Turn, and
text. Watch me as I clarify the meaning of a word
Your Turn
Thinking aloud: My turn first.
procedure
● I read the words glaciers and I am not sure what this
Strategy use
highlighted means. I will read around the word to see if that helps
me. The text says mountain before the word. That
Verify doesn’t help yet. I will keep reading after the word.
predictions The text says taken in the early to mid-1900s. I don’t
think i am going to be able to understand what this
word means from the text. Does anyone know what we
Reader talks can use to find the meaning of a bolded word? That;s
about how right, the glossary. It salaciers are large bodies of
he/she accumulated ice and compacted snow that are found
clarified a year-round and slowly move downhill.
word (or an
idea)
● Now it's our turn together. Let’s find one word to
Write a clarify. [Provide support.]
question
● Question: We ask questions about the text. We ask
Reflect on the questions that use the words what, when, where, why,
helpfulness of who, and how. We can do this after the reading because
the strategies it helps us to understand the text better.

● Watch me as I ask a question.

● Thinking aloud: (A) My turn first. I am going to use

the title and turn it into a what question: What are
examples of evidence for climate change? I think one
example of evidence for climate change is the melting
of glaciers. The answer is right here in the text.

● It’s our turn together. Let’s find another answer to the

question, what is an example of evidence for climate
change? [Provide support to the reader: ice around the
north and south pole are also melting. Also right there
in the text.]

● 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: (A) My turn first. I am going to
summarize what we just read in the first paragraph. 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: meterologists, ocean, ice, glaciers,
temperature.]

● You can help me. It’s our turn together. We learned ice
and glaciers melting in areas where they should stay
frozen is evidence of climate change.

● 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?
● Let’s check our goal: I can make and check predictions
based on evidence from the text.

Teaching ● Decoding development:

point(s) o

Text ● Vocabulary development:

categories o Tier 2
and questions
▪ Discover
▪ Temperature
 ▪ Comparison
▪ Regions
▪ Scientist
▪ Research
o Tier 3
o Global warming
o Fossil fuels
o Greenhouse gases
o Photosynthesis
o Cognates
o Temperature - temperatura
o Region - región
o Discover - descubir
o Photosynthesis - fotosíntesis
o Scientist - científica/o

● Fluency development:
●