Student Learning Plan for Read-Write-Think Aloud Lesson
Standards:
4.4 The students will read and demonstrate comprehension of fiction. a) Explain the author’s purpose. b) Describe how the choice of language, setting, and information contributes to the author’s purpose. c) Compare the use of facts and fantasy in historical fiction with other forms of literature. d) Identify major events and supporting details. e) Describe the relationship between text and previously read materials. f) Identify sensory words.
4.7 The student will write effective narratives, poems, and explanations. a) Focus on one aspect
of a topic. b) Develop a plan for writing. c) Organize writing to convey a central idea. d) Write
several related paragraphs on the same topic. e) Utilize elements of style, including word choice
and sentence variation. f) Write rhymed, unrhymed, and patterned poetry. g) Use available
technology.
Intended Audience: The intended audience for this lesson is a mixed-ability fourth grade class. There are several students in this class that are gifted students who are part of the “extend” program in York County. The majority of the students in this class are at or above reading level with the exception of two students. Some of the students in this class have behavior problems or have been identified as ADD/ADHD.
Background/Overview: During this school year the students in this class have been working on strengthening their abilities in four literacy categories: comprehension, accuracy, fluency, and expanding vocabulary. The student’s prior knowledge includes checking for understanding, recognizing literacy elements (ex: setting), author’s purpose, and using context clues. The class has just finished working on text structure, and is currently reading literature where the character learns a lesson. In writing, the students are learning how to choose an idea and organize their writing to have a beginning, middle and end. For the think-aloud portion of this lesson students will need to use their prerequisite skills in reading comprehension, text structure, and author’s purpose. After the write-aloud portion of the session, students will need to use their prerequisite skills of choosing an idea and organizing their writing to craft a creative story.
Behavioral Objectives:
After teacher modeling of think-aloud strategies, students will be prompted to answer reading comprehension questions during the read-aloud of The Sweetest Fig.
After the teacher models how to write a story during a write-aloud, students will use several different writing strategies to craft a creative story where the character changes perspective with another person or animal.
Resources/Materials, Time, Space: This lesson will take approximately 45 minutes to 1 hour, and will take place in the carpeted reading area and at students’ desks. The materials needed for this lesson are chart paper, a marker, paper for students, and a copy of the book, The Sweetest Fig, by Chris Van Allsburg. This book is about a French dentist, Monsieur Bibot, who is cold-hearted and very mean to his dog, Marcel. Monsieur Bibot is given two figs after removing a tooth for an old woman, and is told that the figs will “make his dreams come true”. After realizing the woman was telling the truth, Bibot cherishes his second fig. However, Marcel eats his fig and Bibot is transformed into his dog. This story teaches readers the lesson to be kind to others. The comprehension strategies that will be taught during the read-aloud are predicting, backing up and rereading, recognizing literacy elements, and identifying the author’s purpose.
The Lesson Proper
Introduction:
The teacher shows students the front cover of the book and tells students the title and author, The Sweetest Fig by Chris Van Allsburg. The teacher asks students if they have ever read a picture book written by Van Allsburg. The teacher then asks students, “What do you predict the book will be about from looking at the cover”? The teacher will then tell students, “During this read-aloud I want you to be looking for evidence that tells us what type of person the main character is”. The teacher also tells students that they should be looking for elements of the text structure such as the setting, and be thinking about the author’s purpose in writing the book. The teacher also explains to students that the main character will learn a lesson in this book.
Instructional Strategies:
Read-aloud/Think-aloud: The teacher will then read-aloud the book The Sweetest Fig, and will think-aloud while reading the story. The teacher will model thinking about the interesting words in the book such as “Monsieur”, “Bastille Day”, and “francs”. The teacher will ask students, “What is your evidence that the setting of this story is not in the United States?” and “Where is the setting of this story”? The teacher will also model thinking aloud about Monsieur Bibot’s actions towards other characters and his dog. The teacher will ask students, “Do you think Monsieur Bibot is a kind person”? The teacher will model how to use the illustrations to be able to visualize the character’s actions/feelings, and how to reread if a part is confusing. The teacher will also model how to make predictions throughout the story and will ask student questions such as, “What do you think will happen to the dog after eating the fig”? In addition, the teacher will model how to think about the author’s purpose in writing the story. Write-aloud: The teacher will model the write-aloud on chart paper that is taped to the white board. The teacher tells students they will be writing a creative story about changing perspectives with another person or animal. The teacher explains that she will be writing a story from the perspective of a student, and what she learns from seeing the world from a student’s perspective. During the write-aloud the teacher models adding details, circling misspelled words, and adding correct punctuation.
Writing script: One day while my students were in class I decided to take a nap at my desk. I woke up and was shocked to find myself sitting in a student’s desk. I could not believe I switched places with my student. All day I was forced to complete worksheets. I got called on several times to answer math questions, and was embarased when I didn’t know the answer. I was so tired after school that I decided to take a nap. Luckily I woke up and realised I was finally a teacher again. This experience taught me that being a student is hard work.
Differentiation: The teacher differentiates this lesson by modeling think-aloud strategies during the read-aloud portion of the lesson. The teacher will prompt student response through questioning, and will differentiate the questions asked to specific students. The teacher may need to repeat writing instructions to several students in the class. The teacher will provide individual assistance to students that are struggling with writing such as helping them choose an idea, or prompting them to think about situations from a different perspective.
Accommodations/Modifications: This particular group of students does not require any specific accommodations or modifications for the read-think-write aloud lesson.
Closure: If time permits, the teacher allows students to share their story with the class or a partner. The teacher then collects students’ writing at the end of the lesson.
Assessment/Evaluation: Formative: The teacher observes students’ responses to questions during the read-aloud of The Sweetest Fig. Summative: The teacher analyzes students’ creative stories and will look for a clear idea/focus, supporting details, and evidence that the character learned a lesson.
Reflection
Teaching a read-write-think aloud was a very insightful experience as a future teacher, and I found that I loved teaching a fourth grade class! After arriving in Mrs. Caruso’s classroom and gathering students at the carpet area, I first asked students if they had ever read a book by Chris Van Allsburg. I was shocked to find that none of the students had read one of his books before, but I am glad that I finally gave these students the opportunity to hear one of his stories. Most of the students seemed to be very engaged during the read aloud, and I truly believe they enjoyed the story. The students absolutely loved the twist at the end of the book! I am very glad that I re-read the last page because I think it gave confused students a chance to figure out the ending before we discussed the story. My only regret during this portion of the lesson was that I did not have students “turn and talk” during the read-aloud. I was unsure if Mrs. Caruso had her students “turn and talk” so I chose not to have the students do this. However, I think that this would have been a great activity to introduce to this class.
Although I was nervous about the write-aloud, I think this portion of the lesson went very well. Students seemed excited to see me craft my story and got involved in the process. For example, when writing the first sentence I asked students whether they thought I should add an “interesting detail”. After I asked this question students were giving me suggestions of interesting details or words I could write throughout my story. My favorite part of the lesson was having the students write their own stories! Mrs. Caruso gave me 1 hour and 15 minutes to teach this lesson so the students had plenty of time to write their stories. I think students were excited to have the opportunity to write a creative story instead of the structured essays they are accustomed to writing. When there was about 15 minutes left in the lesson I invited students over to the carpet to share their stories. I randomly chose several stories from my stack and allowed students to sit in the “writer’s chair” while they were sharing. Students were so excited to share their stories, and seemed to genuinely enjoy hearing the writing of their classmates! The details and creativity in the student’s stories were very impressive, and I expressed to them how proud I was. Because I only had time for five students to share their story with the class, I returned each student’s story so that they could turn and share their story with a partner. This allowed each student to have the opportunity for someone else to hear their story and provide suggestions.
At the end of the lesson I walked over to Mrs. Caruso’s desk and saw her looking on the school library database for The Sweetest Fig. She told me that she liked my lesson so much that she wanted to teach my lesson to her second reading class that afternoon. Mrs. Caruso also asked me to make copies of the student’s writing because she wants them to continue drafting and improving their stories. In addition, Mrs. Caruso told my teacher, Mrs. Mitchell, that I reminded her of one of the teachers in the reading videos. This experience made me feel so proud of myself and gives me confidence in teaching reading in the upper grade levels!