Reciprocal Teaching Web Lesson Plan

Student: Cody Richardson Tutor: Lexie Joiner

Date: April 11, 2014 Lesson # 5

Common Core State Standard:

CCSS.ELA-LITERACY.RI.5.5: Compare and contrast the overall structure (e.g.,
chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts,
or information in two or more texts.
I can learning target (related to your goal for the reader and the Common Core):
I can use the text to compare and contrast a wheel and axel with a pulley.

Text complexity:

Lesson
Component


Description of Planned
Activities


Tim
e


Outcomes and
Comments
(The reader and
you)

Warm-up and
reading for
fluency

Book and level:
Simple Machines- Level 24


Introduction
and reading

Preview

Do you remember what our
fab four are? What do each of
the fab four help us do?

Can easily recall
prediction and
summarize. Confu

Predict content
and
organization

Clarify (as
needed)

Ask Questions

Set Purpose

Last time we began reading
about simple machines. Do
you remember what simple
machines are? What do
simple machines help us do?

Preview: We are going to
continue reading about
simple machines. If you
could open your book to
page 18 we are going to
do a picture walk. Look
at the picture on page 19,
what part of the bike is a
simple machine? On page
20 what part of the
picture is a simple
machine? Looking at the
picture on page 22 what
do you think a pulley
helps us do?
Predict: Now that we have
seen the pictures, I would
like you to make
a prediction on what you
think we will be reading
based on the pictures you
saw. I'll go first, I think we
will be reading about the
different ways we use
wheel and axles and
pulleys to help us do
work.
Purpose: While you read
sed clarify with
question. Able to
tell what each of
the fab four do.

Could recall that
simple machines
do work. Help us
do work- they
require us to use
less force instead
of more force.


Able to look at the
pictures and
predict which part
of the picture was
a simple machine.
His prediction was
that he thought we
were going to learn
how we use
pulleys and wheel
and axles.



it is important to
remember your prediction
and check it with the
text. As you read decide
if your prediction was
correct. Also think about
ways pulleys are similar
and different from the
wheel and axle.

After reading
discussion

Check

Verify
predictions

Share

Reader talks
about how he/s
he clarified a
word (or an
idea)

Reflect on the
helpfulness of
the strategies

Check predictions/questi
ons: Was your prediction
correct? What in the text
told you your prediction
was correct? On pages 20
and 22 the heading says
"How we use..." when
checking my prediction
with the heading I am
able to confirm that my
prediction is
correct. Heading are a
text feature we use when
reading. Headings tell us
what we are going to
expect to read on that
page; it is important to
read the headings so we
as readers know what we
will be reading
about. Headings also
help guide us through the
book by organizing the
book in a specific way.
Clarify: When we are

Said he was able to
check his
prediction based
on the
pictures. Took the
opportunity to
point out headings-
he called these the
chapter titles. I
explained to him
that title are at the
very beginning and
that headings are
the smaller bold
text at the
beginning of
paragraphs-
headings tell us
what we can
expect to read in
the paragraph.


unsure or a word or an
idea we need to clarify it.
We have learned a few
different ways to clarify
things. Can you tell me
one thing we can do to
clarify a word or idea?
While you are reading, I
would like you to write
down one word or idea on
a post-it that you needed
to clarify in order to
understand the book.
Ask new questions: While
we are reading it is
important to be thinking
and asking questions
about what we read. What
is one question you had
while reading that you
were able to answer in
the text? Sometimes a
text does not give us an
exact answer. If your
question was not
answered in the text what
can you infer the answer
to your question is based
on what you read.
In our question bag there
are several different kinds
of questions prompts, we
are both going to pull out
a question. We will both
ask a question based on
the prompt we pull
out. We will then find the




He was unsure of
what pulleys were
when we first started
reading. At the end
was able to clarify
what a pulley is and
explain what they
help us do.



Cody really liked the
question bag. We
were able to take
turns asking
questions and we
answered each
others questions-
checked
comprehension
while working on
forming
questions. Said it
was easier to ask
questions when he
had a prompt.

answer to our question in
the book.

Summarize: Now that you
have read the story I
would like you to retell
me what you read. Retell
as many details from the
text as you can. What
were the main events of
this section? Based on
your summary do you
think someone else
would understand what
this chapter is about.


Which one of the fab four helped
you most today? Why do you
think this helped you?









Able to recall main
facts about wheel
and axles and
pulleys. Asking
questions helped to
check
comprehension-
able to answer the
questions without
needing to look in
the book.




He said question
helped him most
today. He was able
to ask questions and
answer questions-
helped him
remember more
about the book and
learn more.






Teaching
point(s)

Text
categories
and questions


Decoding
development: Venn
Diagram- compare and
contrast a wheel and axle
to a pulley - brainstorm
where we see wheel and
axles and pulleys.

Vocabulary development:

Fluency development:
Key ideas and
details:

Craft and
structure:

Integration of
knowledge and
ideas: