Lesson Template

Lesson Purpose: [Circle One] Reading Efficiently Reading Critically

[Generate a task-specific purpose framed in one of these general categories]
The task-specific purpose of this think a-loud is to model how to generate a question
that is related to the topic of the Olympics.

Challenge: [Frame your information challenge as a question]
How did the Olympics get started? Where did they come from? What is the history of
the Olympics? (Different ways to form the question.)

Anchor text(s):
What online text(s) are students likely to encounter when reading for this purpose?
He will not be encountering any online texts at this time since we are just thinking
aloud and I am modeling how to come up with a related question to start a research on
the Olympics.
Gather a few representative screenshots and/or website addresses within which you
will focus your think-aloud model
N/A
Teacher commentary during the think-aloud Strategies
modeled/practiced
MODEL:
[What particular features, thinking processes, and/or content
knowledge are important for students to complete this
task/answer this question? (e.g., aspects of online location or
critical evaluation) In what areas do you anticipate students

-Making a plan
-brainstorming
ideas
will struggle most and how might you scaffold their
understanding/completion of these?]
Right now, Alex, I am going to be modeling how to come up
with a question that is important to the Olympics. I would
like you to pay close attention to what I am saying so that
way you can practice something similar to what I model.
Okay, I want to learn more about the Olympics. Before I start
searching online I need to come up with a specific question to
search. There are many topics about the Olympics and it is a
very broad topic so I need to make it a little more specific.
This will help me later in my search. I am going to brain
storm a few different topics that I find interesting about the
Olympics and I am going to write them down on this piece of
paper.
Write these topics down on the paper and talk through why
you have them down.
Summer and Winter Games
Athletes and how they get to Olympics
Where and when they take place
What kind of games are in the Olympics
The history of the Olympics and where they came from

I think that knowing about the summer and winter games is
pretty important and what makes them different. It would
also be good to know when they take place and where they
are held. I could also learn about the athletes and how they
get to the Olympics. Another topic I could read about online
is what kind of games are in the Olympics. The last topic I
can think of is how the Olympics got started and where they
came from.
Okay, looking at my list of topics I think that the most
interesting and important one is the history and where the
-picking out the
best plan

Notes from think-
aloud
-only 15 minute
lesson today; got
through most of
this, but briefly
- The
management of
the lesson took up
almost half of the
lesson today;
redirect Alex back
to the me and
listen to what I
was modeling for
him. Made him
realize that it was
imporrtant for
him to listen
because he would
have to do this on
his own in the
future and it is
important for him
to understand
how to ask
questions
- Once on task,
and I finished
brainstorming
and we looked
through my ideas
and questions that
Olympics came from. We will be reading online about the
history of the Olympics and where they came from, but I
would still like you to practice coming up with questions.
I generated.
PRACTICE:
[What aspects of the lesson will students continue to
practice? How long and in what context will these practice-
reading experiences take place?]
Okay, now I would like you to practice coming up with
some questions that you think would be interesting about the
Olympics. I would like you to write down and think through
out loud what some of your own questions might be to read
about online.


-Brainstorming
ideas
-making a plan and
question to
research
-relevant question
to topic
Notes
-Alex came up
with a few
questions; fly
skiing,
snowboarding,
bobsledding,
track, etc. mostly
all games that he
was interested in



REFLECT:
[What questions/processes will guide students reflections
(e.g., synthesis and communication)? What format will their
reflections take?]

What did you learn about coming up with a question?
Why is coming up with a question important before starting
to read online?
What is the purpose of it?
Notes:
- did not get to this section of the think-aloud


Lesson Template

Lesson Purpose: [Circle One] Reading Efficiently Reading Critically

[Generate a task-specific purpose framed in one of these general categories]
The purpose of this task-specific think a-loud is to identify sources online that are
specific to the topic by looking at the website title, snippets, and key words.

Challenge: [Frame your information challenge as a question]
How did the Olympics get started? Where did they come from? What is the history of
the Olympics? (Different ways to form the question.)
Anchor text(s):
What online text(s) are students likely to encounter when reading for this purpose?
Gather a few representative screenshots and/or website addresses within which you
will focus your think-aloud model
http://www.history.com/topics/olympic-games
http://www.scholastic.com/teachers/article/olympic-games
Teacher commentary during the think-aloud Strategies
modeled/practiced
MODEL:
[What particular features, thinking processes, and/or content
knowledge are important for students to complete this
task/answer this question? (e.g., aspects of online location or
critical evaluation) In what areas do you anticipate students
will struggle most and how might you scaffold their
understanding/completion of these?]
Now I am going to model how to use Kidrex search engine.
Okay, Alex, I am going to go to the internet now to start
searching our topic of the history of the Olympics. This
search engine is called Kidrex that I am using and this box
right here in called the search engine and this is where I can
put my question that I came up with earlier. I am going to put
"What is the history of the Olympics" in my search box. This
brings me to a page with many different websites on it. I am
going to look at the first page and see if my search question
brought up any sites that are beneficial to my question. This
one looks as if it might answer my question because in the
snippet it says that we can find out more about the history
of the Olympics, which is exactly what I am searching for.
The snippet is this small paragraph right here that has
some bold words in it. The bold words are my search
terms and that means that these are the words that I put
in my search engine at the very beginning. The URL also
has many of my search terms in it. Point to the URL and
say this is my URL. The title is the first thing that we see
right here. Many times the title helps the researcher
understand what the page will be about and this one looks
like it will be beneficial for my topic because it has my
search terms in it. I am going to keep scrolling though to
compare other website titles, URLS, and snippets from
the other websites that were pulled up from my search. I
see there are numbers at the bottom of this page so there must
be multiple pages. I am going to click two to see what other

- Search Engine
- relevant key
words
- Snippets
- Websites
Notes:
-briefly discussed
online
-started at Kidrex
and and told him
this is a search
engine like
Google. He said
he had seen the
Google page
before from his
brother and mom
from doing
homework. I
think he really did
know what this
page was and how
to use it. I
discussed the
search bar and
how we enter my
question into it
and it brings us to
a page full of
websites.
websites there are. I see a website that says the history of the
Olympic games by Scholastic. This looks like a good source
because it has my whole search term in there and the key
words are history and Olympics. I would start to skim these
sources and check the text features as my next step.
The bold part of this think aloud is the change that I
made for mine. I made this change because I needed to
put more of a stress on the text features of the online
texts, such as the URL, snippet, and title. It is important
to state that the key words are in the snippet.
PRACTICE:
[What aspects of the lesson will students continue to
practice? How long and in what context will these practice-
reading experiences take place?]
Now I would like you to start back at the kidrex search
engine which I will take you back to. I would like you to
enter in the question that we came up with earlier in the box.
I would like you to decide which websites would be
beneficial and tell me why you would pick these.

REFLECT:
[What questions/processes will guide students reflections
(e.g., synthesis and communication)? What format will their
reflections take?]
What did you learn about navigating and looking for
websites?
What is important about this?





Reciprocal Teaching Web Lesson Plan

Student: Alex White Tutor: Sarah Cesarek

Date: 5/2/14 Lesson # 7


Common Core State Standard:
CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and
explain how they support the main idea.
Essential Concept and/or Skill: Understand cause and effect relationships and other
historical thinking skills in order to interpret events and issues.
I can learning target (related to your goal for the reader and the Common Core):
I can...
find the main ideas of a text and the details that support it.
summarize the main points of a part of the text.
I can learning target (related to your goal for the reader and the Common Core):
I can...
think critically about the events in the past.
explain the events in the past about the Olympics.
Text complexity:

Lesson
Component


Description of Planned Activities


Time


Outcomes and
Comments
(The reader and
you)

Warm-up
and reading
for fluency

Book and level: Today we are
warming up with a poem from Shel
Silverstein. It is called "Something
Missing." It is a short poem, which I
will model reading first so Alex can
see the fluent way that I read it and the
rhythm that the poem has. I will then
read one line and then have him read
the next. I would then like him to read
the whole poem by himself as smooth
as possible.
5
minut
es

Introductio
n and
reading

Preview

Predict
content and
organization

Clarify (as
needed)

Ask
Questions

Set Purpose
Website: http://www.history.com/to
pics/olympic-games

Preview: This website is
brought to us by the History
Channel. Have you ever
watched this channel on
television? Well this website
gives us tabs at the top of the
page. Tabs can be related to
the headers of a page in a
book. They tell us main points
of what we can read online. If
we click on the tabs it will take
us to the page that the certain
tab tells us about. The main
header is obviously the
Olympics, but the tabs or
subheadings are articles,
videos, speeches, and shop.
The articles will be most
beneficial to us, but the videos
may help us as well.
15
minut
es


Predict: Based on what I see
on this web page I predict that
we will learn about how the
Olympics came to be what
they are today based on the
history of the Olympics. What
do you predict we will learn
about from this website, Alex?
Prompt him to come up with a
prediction if needed. So if
needed, ask him what some of
the headings are on the page
and have him predict
something along those lines.
Write Alex's prediction down
and place it in the prediction
section of the chart.

Clarify: This can happen while
we are reading. At the very
beginning of this webpage it
says the word originated. I will
write that word down to come
back to once we are done
reading to clarify it. I will have
Alex keep his eye out for
words or phrases that need to
be clarified for him as well.
This is Alex's best of the fab
four, so I do not need to model
this too much. Once he finds
these words or phrases, I will
have him stop write them
down and have him place them
in the clarify section of our
chart for the fab four.

Question: While we are
reading, I will ask Alex to
pause in his reading so I can
ask a question of the text. My
question will come at the end
of the first paragraph on the
webpage. It says that
the Summer and Winter
Olympic Games have been
held separately and have
alternated every two years. My
question is then so does that
mean that the winter games are
held every 4 years and the
summer games are held every
4 years too? I will at this point
tell Alex to tell me any
questions he has from the text
so I can write them down as he
reads. I will tell him that I
would like questions that we
can find right there in the text.

Write information: I will
have Alex write down
important information from
what we read from the
webpage. I want him to pick
out relevant information, but
also information that he finds
interesting. I would write
down that the Olympics started
in Ancient Greece because I
think this is very important and
I think it would be interesting
to learn more about these
people from Ancient Greece
and why they started the
Olympics. It would lead to
more inquiry that is related to
our topic and question.

After
reading
discussion

Check

Verify
predictions

Share

Reader talks
about how h
e/she
clarified a
word (or an
idea)

Reflect on
the
helpfulness
of the
strategies

Check predictions/questions:
I will first check my prediction
by going back into the text on
the web to see where I can
specifically find where it
talked about how the Olympics
became what they are today
based on the history of it. This
is found in "The Olympics
Through the Years" section
and under this heading. Then I
will ask Alex to go back into
the reading and find if and
where his prediction can be
found in the text.

Ask new questions: It is
important to continually ask
questions, Alex so what I want
us to do is come up with
another question that could be
found right here on this page.
My new question that can be
answered here and possibly in
another website is how did the
Olympics get its name? What
is your new question Alex?
Write it down and place it in
the question section of the fab
10
minut
es

four chart.

Share information: I would
like Alex to share the
information that he learned
from the reading with me. I
would like him to give me
three things that he learned
from the webpage.

Clarify: I will now go back
and clarify my word
"originated." Well after
reading this section on the
Olympics I know that they
started in Ancient Greece, so I
believe that originated means
started or became famous from
this area. Let's clarify a few of
your words now.

Summarize: Let's find some of
the main ideas of the webpage
that you just read. If Alex
needs help summarizing the
text I will ask probing
questions to help him. I would
like him to point out especially
the headings of the page.

Teaching
point(s)


Decoding development:

Key
ideas
and
details:
Text
categories
and
questions

Vocabulary development:

Fluency development:

Craft
and
structure
:

Integrati
on of
knowled
ge and
ideas: