Reciprocal Teaching Lesson Plan - Blue Whales: Giant Mammals

Reciprocal Teaching Lesson Plan - Blue Whales: Giant Mammals
Student: 3rd Grade Tutor: Emily & Lydia
Date: 12/2/20 Lesson #2
Iowa Core Standard: RI.IA.1 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: NA

reading for
fluency
Text Text and level: Blue Whales: Giant Mammals (R)

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 Blue Whales: Giant Mammals.
Preview/text feature Think about these two questions: Have you ever seen a Blue
walk Whale? What do you already know about Blue Whales? [Record
responses.]
Record predictions ● Preview: My turn first. I am going to preview the text by looking
at the title, table of contents, and glossary. 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
Remind to think
readers what information is in the book and how that information is
about questions to
ask and to look for organized. I notice Blowholes and Blubber, A Whole Lot of Little,
a word(s) to clarify and Those Big Baby Blues. What do you notice? I also notice the
during reading 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 glossary [p. 16]. The
author uses a glossary to give meaning to key words in the text.
Looking at the glossary I notice several key words listed [baleen,
blubber, esophagus]. 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 Blowholes and Blubber [insulates, protects]. I
know in the Glossary on page 16 blubber was listed.
I am ready to make a prediction. I think I will learn how blue

whales might use blowholes and blubber to survive because in the
TOC there was a title that said: Blowholes and Blubber. I also
remember from the glossary that I will find information about
blubber and insulation and I know that blue whales use these to
survive. [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: Blue
whales have adapted to survive]. [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 7: Blowholes and

Blubber. I can tell from the title that we will be reading about
whale’s blowholes and blubber. What do you notice on page 9?
Yes, I also notice the diagram and caption [read diagram and
caption] 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… third… fourth… fifth 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 word frigid. I need to
clarify what that means. I am not sure what frigid means. I will read
around the word to see if that helps me. The text says ocean water
can be before the word. That doesn’t help yet. I will keep reading
Strategy use
highlighted after the word frigid. The text says the deep water’s chilly
temperatures. I think that helps me. Frigid might mean something
like chilly or that the water is very cold.
Verify predictions
Now it's our turn together. Let’s find one word to clarify. [Provide
support.]
Reader talks about
how he/she clarified
a word (or an idea)
● 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
Write a question better.
Watch me as I ask a question.
Reflect on the Thinking aloud: (A) My turn first. I am going to use the title of
helpfulness of the this section and turn it into a how question: How do blue whales use
strategies their blubber and blowholes? I think one way blue whales use their
blubber is to keep warm. The answer is right here in the text.
It’s our turn together. Let’s find another answer to the question,
How do blue whales use their blubber and blowholes [Provide
support to the reader: blue whales use blowholes to breathe. 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: Blue whales come to the surface for air
… use their blowholes to breathe … blubber insulates them from
cold water.]
You can help me. It’s our turn together. We learned that: Blue
Whales use their blowholes to breathe and their blubber to stay
warm.
● 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: ● Key ideas and details:

point(s)
● Vocabulary development: ● Craft and structure:
Text categories
and questions ● Fluency development: ● Integration of knowledge and ideas:

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Reciprocal Teaching Lesson Plan - Blue Whales: Giant Mammals

Student: 3rd Grade Tutor: Emily & Lydia

Date: 12/2/20 Lesson #2

Lesson Description of Planned Activities Time Outcomes and Comments

Warm-up and Text and level: NA

Text Text and level: Blue Whales: Giant Mammals (R)

● Predict: It’s time to make a prediction. A prediction is a smart

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

Now it’s our turn together to make a prediction using evidence

● Set a purpose for reading: We are going to set a purpose or a

● We are going to read the first chapter on page 7: Blowholes and

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

Watch me as I ask a question.

● Summarize: Let’s summarize what we just read. A summary is

Thinking aloud: (A) My turn first. I am going to summarize what

● Confirm prediction: Let’s check our predictions. We do this after

Were we right? How do we know? [Check text.] Do we need to

Teaching ● Decoding development: ● Key ideas and details:

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