Reciprocal Teaching Lesson Plan

Student: Third Grade Tutor: Ms. Ariana Cortez Cordova

Date: 12/02/2021 Lesson # 2

Iowa Core Standard: Employ the full range of research-based comprehension strategies, including making connections, determining importance, questioning, visualizing, making
inferences, summarizing, and monitoring for comprehension.

I can learning target (related to your goal for the reader and the Iowa Core): I can make and check predictions based on evidence from the text.

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

Assessment: Did the reader identify text-based evidence to support the prediction (right there in the text).

Lesson Description of Planned Activities Time Outcomes and Comments

Component
(The reader and you)

Warm-up and Text and level: N/A

reading for
fluency
Text Text and level: Life Cycles, Level U
introduction and
reading

● This is our goal today:.I can make and check predictions based on
evidence from the text.
Use a My Turn,
Our Turn, and
Your Turn
procedure ● Prior knowledge (review and connect): We have been reading
informational texts and we have learned that readers get their brains
ready for reading by thinking about what they already know about
the topic. The title of this book is Life Cycles. Think about these
Preview/text feature two questions: What is a life cycle? What are the stages of a frog
walk life cycle? [Record responses.]

Record predictions ● Preview: My turn first. I am going to preview the text by looking
Remind to think
about questions to
ask and to look for
a word(s) to clarify
during reading
at the title, table of contents, and index. 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 [mention some titles]. 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 back of the book and find the index [p. 16]. The author
uses an index to tell readers where to find specific information in
the text. Looking at the index I notice a variety of development
stages listed [mention lifecycles]. 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 where and how frogs develop [provide
examples]. I know in the Index on page 16 stages were listed.

I am ready to make a prediction. I think I will learn how the frog

reproduces and develops because in the TOC there was a title that
said: Frog Life Cycle. I also remember from the index that I will
find information about stages, and I know that frogs go through
stages called metamorphosis. [Record the prediction].

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: Frogs
go from eggs, to early tadpoles, to late tadpoles, to froglets, and
finally adult frogs.]. [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 first chapter on page 4: Many Forms of

Life. I can tell from the title that we will be reading about diverse
life cycles.. What do you notice at the top of the page? Yes, I also
 notice the photographs and caption [read caption] at the top of the
page. The author uses these text features to give us more
information.

(A) Let’s read the first paragraph. Remember your purpose

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

(B) 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 we ask: Which word or
idea was hard for me? We can do this after reading to help us better
Use a My Turn, understand the text. Watch me as I clarify the meaning of a word.
Our Turn, and
Your Turn
procedure
Thinking aloud: (A) My turn first. I read the words development
and life span. I need to clarify what that means. I know that
development means process of changing. But I am not sure what life
Strategy use
span means. I will read around the word to see if that helps me. The
highlighted
text says average before the word. That doesn’t help yet. I will keep
reading after the word life span.. The text says two to three years. I
think that helps me. Life span might mean something like average
Verify predictions
length of time or that it is how long a human or animal lives..

Now it's our turn together. Let’s find one word to clarify. [Provide
Reader talks about
support.]
how he/she clarified
a word (or an idea)

● Question: We ask questions about the text. We ask questions that

Write a question 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.

Reflect on the
helpfulness of the
strategies 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 why question: Why do frogs go through life cycles? I
think one reason frogs go through life cycles is because they have to
live and die to reproduce. The answer is right here in the text.

It’s our turn together. Let’s find another answer to the question,
Why do frogs go through life cycles? [Provide support to the reader:
to mate. 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: Why frogs. . . go through life cycles . . .
stages]

You can help me. It’s our turn together. We learned that living
things go through life cycles to mate, reproduce, and die.
 ● 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.

Vocabulary development

Teaching Tier 2:
point(s)
- Adult
- Complex
- Different
- Period
Text categories
- Produce
and questions
- Variety

Tier 3:

- Cycle
- Development
- Fertilizes
- Life Span
- Mature
- Metamorphosis