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READ ALOUD_ THINK ALOUD_ WRITE ALOUD LESSON

VIEWS: 29 PAGES: 7

									                      Scoring Rubric for the Read/Think/Write Aloud Lesson
                                    Criteria                                                                Lab           Class
    The read aloud was a trade book of quality literature, motivating, and
 1. interesting.                                                                                            P/F
    The think aloud activity modeled comprehension strategies appropriate to
 2. the text selected and involved the student in reader response and analysis of                           P/F
    the authors’ use of language.
    The write aloud activity was an appropriate extension of the text and                                   P/F
 3. allowed for modeling of thinking and mechanics of composition.
*4. All children’s work was turned in and student’s write aloud on chart paper.                             P/F
    The lesson plan was turned in, typed and complete (see lesson plan scoring
 5. rubric on the back of this sheet). Points will be deducted for incorrect                                                25
    spelling, typographical errors, and grammatical mistakes.
                                      Total
*The lesson plan portion of this assignment is for a grade in the class. The actual teaching of the lesson is required to pass the
practicum. If the lesson is not conducted, as evidenced through #4 above, credit will not be given for this assignment.
                     ELEMENTARY READING/LANGUAGE ARTS C & I
    STUDENT LEARNING PLAN FOR GUIDED READING LESSON AND READ WRITE THINK ALOUD LESSON



Standards:
#1 – Students read a wide range of print and nonprint texts to build an understanding of texts, of
themselves, and of the cultures of the United States and the world; to acquire new information; to respond
to the needs and demands of society and the workplace; and for personal fulfillment. Among these texts
are fiction, nonfiction, classic, and contemporary works.
#4 – Students adjust their use of spoken, written, and visual language (e.g., conventions, style,
vocabulary) to communicate effectively with a variety of audiences and for different purposes.
#5 – Students employ a wide range of strategies as they write and use different writing process elements
appropriately to communicate with different audiences for a variety of purposes.
#6 – Students apply knowledge of language structure, language conventions (e.g., spelling and
punctuation), media techniques, figurative language, and genre to create, critique, and discuss print and
nonprint texts.

Intended Audience:
3rd grade; abilities range from gifted to slightly below grade level; students must already have a
foundation of writing and spelling

Background/Overview:
In this lesson, students will be participating in a read/write/think aloud. Students will learn about the
writing process and how to brainstorm before the writing process begins. Students will listen to the read
aloud and participate in a brief discussion about the story. The literary element I will be focusing on for
writing is descriptive language. The author of the story uses a lot of descriptive language to describe the
setting, characters, etc. Students need to learn how to fill their writing with descriptive language so the
reader feels they are in the story. The students will be writing about the moral/theme of the story which is
how the animals helped their friend the Christmas tree. Students will think of a time they helped out a
friend that had helped them. First, the students will brainstorm with me about a time that I helped my
mom when she was in need because she has helped me so much. We will begin by creating a web with
details about the time I helped my mom including when, what I did, who I was with, why I helped, etc. I
will write the first paragraph of my story with the students’ help and incorporating the use of descriptive
language.

Behavioral Objectives:
Given the read aloud, think aloud, and write aloud portion of the lesson, students will be able to
demonstrate in their writing the use of descriptive language on how they once helped a friend in need.

Resources/Materials, Time, Space: What resources/materials will you need? How much space?
Class/group size. How much time for each part?
A Wish to be a Christmas Tree, paper for under document camera; pens; paper for students; 17 students;
10 minutes for read aloud; 10 minutes for think aloud; 10 minutes for write aloud; 30 minutes for
individual writing = 1 hour split into two sessions.
                                            The Lesson Proper

Introduction:
The lesson will be introduced by reading A Wish to be a Christmas Tree aloud. The students will be
introduced to the writing topic during the read aloud: helping a good friend that has helped you in the
past using descriptive language. The students will continue to be engaged by brainstorming about my
experience helping a friend, my mom. Students will be help me write my story by telling what
descriptive words I should use.

Instructional Strategies:
The students will explore the content of the lesson by brainstorming ideas with me about what I should
write about when I helped my mom. The students will then help me write the first paragraph of my story.
The students will explore how to brainstorm before writing and how to use descriptive language in
writing. Some key questions include:
     What did the author do well in writing this story?
     What did you notice most when I was reading the story?
     Why is descriptive language important?
     What are some things I should talk about in my story? How would use descriptive language to
        make those events better?

Differentiation:
To meet the needs of the gifted students, I will be asking for more detail of them. These students should
be able to write extensively about their experience and be very detailed. I will be looking at all the
students’ descriptive words in their writing. All students in this class will be able to successfully
participate in this lesson.

Accommodations/Modifications: How will you accommodate/modify the lesson for students with special
learning needs?
I modified the lesson to fit the needs of individuals by using a topic they have not written about before.
The students have not written about a time they helped a friend and will, therefore, have to think more
about which experience to write about. I have asked for more descriptive language of the students even
though the majority of them are good writers for their grade level.

Closure:
To close the lesson, I will ask students to share their work. I want the other students to hear the ideas and
descriptive language their classmates are using.

Assessment/Evaluation:
Formative: What assessments will the teacher make as the lesson unfolds?
    Observe students’ participation in discussion during read aloud.
    Observe students’ participation and use of descriptive words during the think aloud.
    Observe students when sharing their work and their use of descriptive words.

Summative: What products (written work, performances, or tests) will be submitted by students or groups
of students to demonstrate their learning?
     Students will write their own story of a time they helped a friend and demonstrate their knowledge
        of descriptive language in their story.
                                                   Reflection

        The students were very engaged by the idea of reading a picture book aloud called A Wish to be a

Christmas Tree. The story used a lot of alliteration and rhyming and the students were also engaged by

this. Throughout the story, I asked for predictions, thoughts, and asked summarizing questions. My

cooperating teacher also reads this story in conjunction with economics and science so I made those

connections throughout the story as well. The students were very receptive to and active in the

discussions during the read aloud and think aloud portions of the lesson. During the think aloud, we

brainstormed ideas and created a web under the document camera. The students thought of creative ways

to tell the story and a lot of topics to write about that would generate descriptive language. They were

very interested in my story and wanted to know what I was going to write about. As we wrote the first

paragraph, I was happy to see that the students were also great proofreaders. As the students were saying

aloud what I should write, I missed a few words because I was trying to keep up with what they were

saying. They caught all of my mistakes in writing and told them that proofreading is a part of being a

good writer. The students also thought of great descriptive words to use, words that I would not have

even thought of to use!

        After thinking and writing aloud, the students were then on their own to create their own story

using descriptive language. Some students had a difficult time thinking of a story, so I told they could

make up a story. If they were making up a story, I told them tell about who they would like to help and

why. I noticed that the students who made up their own stories used more descriptive language than some

who told about an actual story. All the students shared their stories and I was impressed by the amount of

descriptive language they used. One thing I would change if I had more time was I would have written

more during the write aloud with the students. I only wrote one paragraph because I was short on time

and I wanted to make sure I could teach the whole lesson. Another think I would change during the write

aloud portion is my first sentence. I started off my story with “one cold, snowy Saturday” and after I

listened to the students’ writing almost all of them started their stories off with “one……day.” I would

reiterate to students that they do not have to start their sentence off like I do.
       I met my objective because the students created a story using a lot of descriptive language. I

would have liked to have taught this lesson more toward the beginning of the year. The students in my

class are pretty good writers because my cooperating teacher has them writing everyday. She has done

many writing lessons on descriptive writing, persuasive writing, first person writing, and more. The

students already had a good idea what I was teaching them and needed to be more challenging for most of

the students. The students were engaged and interested in the lesson, but I felt it something they had

heard many times before.
                                                 STUDENT LEARNING PLAN RUBRIC
                 Criteria                       Exceeds Expectation                 Meets Expectation             Does Not Meet Expectation
Intended Audience                         The unique attributes of your      Description of target             Description of target population
Identify the target grade, range of       target population are very         population is general and the     is vague and/or, the
abilities, and prerequisite skills.       clear, and the appropriateness     appropriateness of the lesson     appropriateness of the lesson
                                          of the lesson (for this group)     (for this group) is clear.        (for this group) is not
                                          is supported by prerequisite                                         convincing.
                                          skills.
                 (2 pts)                               (2 pts)                            (1 pts)                            (0 pts)
Standards/Objectives                      All state standards are listed,    One or more state standards       Several state standards are
List ALL state standards that apply to    and focus is underlined when       are not listed. Aligned w/        missing and/or vague or not
the lesson, and provide sufficient        appropriate. Aligned w/            objective. Behavior, criteria,    aligned with objectives.
details. Describe the specific behavior   objectives. Behavior, criteria,    and conditions are a bit          Behavior, criteria, and/or
that the students will perform, the       and conditions are clearly and     ambiguous and/or too              conditions are unclear or poorly
conditions under which it will be         concisely written (no              “wordy.”                          written
performed, and the criteria for           unnecessary words).
assessing mastery.
                 (4 pts)                              (4 pts)                             (3 pts)                            (2 pts)
Materials/Time/Space/Background           Materials provided and             All materials are included but    All materials are not included or
Include all materials (and                explained. Lesson is               are unclear or how materials      are poorly organized. Time
explanations if necessary), time/space    manageable in time frame.          are used is unclear. Time         allowed is inappropriate.
requirements and lesson overview.                                            mgt. is questionable.
                                                      (2 pts)                              (1 pt)                           (0 pts)
                 (2 pts)
Lesson Description                        Description is sufficiently        Description is fairly clear but   Description is unclear and
Using a narrative, ensure that            clear to enable a third party to   is wordy and repetitive.          difficult to follow.
introduction is appropriate lead-in to    try the lesson out. Intro, CF,
instructional strategies to be used. A    and closure are clear and
bulleted or numbered list should be       follow a logical progression.
used on a limited basis.                  Student activities reinforce
Differentiation of instruction should     objectives. Lesson plan does
be described based on range of            not exceed three pages,
abilities describe in intended            excluding handouts.
audience. Accommodations and/or
modifications should be described as
needed. Closure reinforces objectives
and/or provides summary or transition
to next lesson. Describe the lesson so
that another teacher could understand
it and implement it without your                      (8 pts)                            (5 pts)                            (4 pts)
presence. Use active voice, direct
address as if you were talking to the
instructor.
                 (8 pts)
Evaluation Procedure                      The behavior assessed exactly      The behavior assessed closely     The behavior assessed is
Describe the assessment measure for       matches the behavior               resembles the behavior            inconsistent with the behavior
determining whether the lesson’s          described in the objective and     described in the objective and    described in the objective
objective(s) were met.                    description of the lesson.         description of the lesson.        description of the lesson. Rubric
                                          Evaluation rubric and grading      Rubric and/or grading scale       and grading scale are not
                                          scale (when requested) are         are included.                     manageable.
                                          clear and manageable.
                 (4 pts)                               (5 pts)                           (3 pts)                             (2 pts)
Self-Reflection                           The reflection was a               The reflection included the       The reflection did not include all
 After delivery of the lesson, reflect    thoughtful self-reflection of      required information but          of the required information,
on your perception of the                 the lesson including insights      lacked detail and/or specifics    and/or was unclear, lacked
effectiveness of the lesson. Were         into perceived student             as to why aspects of the lesson   detail/specifics to lesson
students engaged, did you meet your       engagement, lesson                 were or were not effective.       effectiveness.
objective – how do you know (use          effectiveness based on
your evaluation information), what, if    observation and assessment
anything, would you change if you         information, and any
were to do the lesson again, plus any     adjustments that you might
other insights into the delivery of the   make if the lesson were
lesson.                                   delivered again.
                 (5pts)                                (5 pts)                           (4 pts)                            (3 pts)

Total:          25 points

								
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