Reciprocal Teaching Lesson Plan
Iowa Core Standard:
R.F.3.3 : Know and apply grade-level phonics and word analysis skills in decoding words.
1. Identify and know the meaning of the most common prefixes and derivational suffixes.
2. Decode words with common Latin suffixes.
3. Decode multisyllable words.
4. Read grade-appropriate irregularly spelled words.
I can learning target (related to your goal for the reader and the Iowa Core):
I can understand what a cognate is, locate them, and describe the meaning of the new word.
Text complexity:
Gandhi (level Q)
Assessment: Fill out a graphic organizer using the cognates located while reading. Show the similarities between the word in text and cognate.
Lesson Description of Planned Activities Time Outcomes and Comments
Component
(The reader and you)
Warm-up and Text and level: Use a book from previously read in our class to work on 5 minutes
reading for reading fluency.
fluency
Text 10-15 minutes
introduction and
reading ● This is our goal today:. I can use the cognate of an unknown word
to figure out the meaning. I can understand when it’s appropriate
to use a cognate.
Use a My Turn,
Our Turn, and
Your Turn ● Prior knowledge (review and connect): I have a basic
procedure understanding of what a cognate is. I have a basic understanding of
the language that the cognate derived from.
Preview/text feature
walk ● Preview: My turn first. I am going to pick one of the vocabulary
words that I don’t know and try to think if there is a cognate from a
different language that would help me understand the meaning
better. I am going to write down the similarities I see between the
Record predictions cognate and the vocabulary word. We can use a graphic organizer to
do this.
Remind to think
about questions to ● Now it’s our turn together. What similarities do we see between
ask and to look for the cognate and the vocabulary word? What differences do we see?
a word(s) to clarify Let’s practice asking these questions for a few vocabulary words
during reading together before it’s your turn.
● Now it’s your turn. On your graphic organizer, we want you to
document the similarities and differences between cognates and
vocabulary words. Repeat structure throughout the remaining
vocabulary words/cognates.
● Predict:
Thinking aloud: My turn first.
I think I will learn about Gandhi while reading this text. I also
think I will learn how to find and use cognates to help figure out
what unknown vocabulary words mean.
Now it’s our turn together, let’s look at page 5 of the text
together. We can look at the bolded words and think of their
cognates to help us make a prediction.
We will use the language frame: I think I will learn about
nonviolence, respect, and peace because of the bolded words.
● Set a purpose for reading:
The purpose of reading this text is to establish an understanding of
cognates while also learning about the life of Gandhi.
After reading 20-25 minutes
discussion
● Clarify:
Use a My Turn, Thinking aloud: My turn first:
Our Turn, and
Your Turn What does the word respect mean? It looks like the word respeto in
procedure Spanish. I know that respeto means to consider someone’s feelings.
I wonder is respeto has the same meaning as respect? I can check to
see if I am correct by using the glossary in the back of the book.
Strategy use
highlighted
Now it's our turn together.
Let’s look at the word peace. What Spanish cognate does that word
Verify predictions resemble? What is the Spanish meaning of the word? Do the
cognates have the same meaning>
Reader talks about
how he/she clarified
a word (or an idea)
● Question:
Thinking aloud:
Write a question
Does this mean that every word that looks similar is a cognate? We
have to make sure that the words have similarities and similar
meanings in order for it to be a cognate. For example, the word for
Reflect on the success in spanish is exito. Which may look like the word exit in
helpfulness of the English it’s important not to confuse the two.
strategies
It’s our turn together.
What are some ways we can be careful not to make that mistake
while reading. Let’s come up with some ideas together and see if
we could find any other noncognates.
● Summarize:
Thinking aloud: My turn first:
You can help me. It’s our turn together.
● Confirm prediction: Was our prediction that we made correct? Did
we learn about Gandhi's life? Did we use cognates to make sense of
unknown words?
Let’s check our goal: Yes, we did learn about Gandhi and we did
use cognates to understand the meaning of new words.
10-15 minutes
Teaching ● Key ideas and details:
point(s)
● Vocabulary development: During this lesson, students are learning
new vocabulary words while reading. Students are using the
strategy of finding cognates in another language to make sense of ● Craft and structure:
Text categories the meaning.
and questions
● Integration of knowledge and ideas:
● Fluency development: Reading the text together worked on their
fluency.
