STUDENT LEARNING PLAN FOR
READ/WRITE/THINK ALOUD LESSON
3.4 The student will use strategies to read a variety of fiction and nonfiction materials.
a) Preview and use text formats.
b) Set a purpose for reading.
c) Apply meaning clues, language structure, and phonetic strategies.
d) Use context to clarify meaning of unfamiliar words.
e) Read fiction and nonfiction fluently and accurately.
f) Reread and self-correct when necessary.
3.10 The student will write stories, letters, simple explanations, and short reports across all content
a) Use a variety of planning strategies.
b) Organize information according to the type of writing.
c) Identify the intended audience.
d) Revise writing for specific vocabulary and information.
e) Use available technology.
Intended Audience: The intended audience is 25 third grade students. There are five students
with IEPs who will receive the assistance of a Special Education Teacher. All students are
accurate readers, and are working on writing persuasive letters. Prerequisite skills for the lesson
include the ability to write a paragraph.
Background/Overview: The focus of this lesson is to enhance the student’s ability write
friendly letters. The purpose of this lesson is to use the read aloud as a model for students to
write their own friendly letters. In this lesson, students will think about how to persuade
someone while structuring it in the form of friendly letter.. Students will also pay attention to
word choice and structure.
Given read aloud, I wanna Iguana, students will review and discuss the parts of a friendly
Given teacher modeling of writing a friendly letter, students will write their own friendly
Given teacher modeling of writing a friendly letter, students will identify their audience
and work to persuade that audience.
Resources/Materials, Time, Space:
Time: 45 minutes
1 copy of I Wanna Iguana This book is a collection of letters written back and forth
between the boy and his mom about his desire for an iguana. While he tries to convince
his mom to give him an iguana, she continually gives reasons he should not have one.
This structure will lend itself as a model for students to write their own letters similar to
the boy in the story.
1 sheet of lined paper and 1 pencil per student
The Lesson Proper
Read aloud I Wanna Iguana modeling thinking while reading. The teacher will focus on
the structure of friendly letters. There will also be much focus on the intended audience
and how the narrator used specific word choice to persuade the audience.
Ask students questions throughout the read aloud about the structure of the letter,
intended audience, and any powerful word choice.
Model writing a friendly persuasive letter to a parent or friend about something that is
wanted. Focus first on the structure of a friendly letter including the heading, greeting,
body, closing, and signature. During writing, focus on the intended audience and how to
persuade that audience. One great medium for doing this will be word choice. Use some
bland words and think aloud and ask students for suggestions of more powerful words.
Have students write their own friendly persuasive letter about something they want for
Christmas, their birthday, as a reward, etc.
Have students share their letters with their parents.
Differentiation: There are no ESL students in the class. The five students with IEPs do not
participate in whole group writing, they instead leave and receive reading and writing instruction
in a special education classroom.
Accommodations/Modifications: During the lesson, the teacher should make sure that all
students are actively participating.
Formative: Are the students able to answer the questions during the read aloud about the
structure of the letter, the intended audience, and the word choice?
Summative: Did the students structure their letter the proper way and attempt to persuade using
powerful word choice?
The students were completely engaged during this lesson. The paid close attention to the
read aloud. I prefaced the read aloud by asking them to recall the five parts of a friendly letter. I
then told them the book would be a series of letters back and forth from a boy trying to convince
his mom to get him an iguana, and his mom giving him reasons he should not have it. I
explained that this was a persuasive friendly letter, but the letters in this book were missing one
or more parts of the friendly letter they learned. They looked and listened closely to each letter
to see what he was saying and analyzing the parts of the letter. As I read it, I thought out loud
about whether or not the letters were persuasive. I keyed in on some powerful words that were
persuasive and discussed a few times I may have changed the words. This lesson seemed
effective as the students wrote very convincing letters about things they wanted. They started off
with a great hook line, great supporting reasons and a closing that fit the object they wanted.
They also included all the parts of the friendly letter.
Many students were raising their hands during the read aloud at times that I would think
out loud. I said, “I see this friendly letter is missing one key part and I’m confused about if all
these letters were written the same day or over a year… I don’t know.” They all raised their
hands indicating they knew which piece was missing. I also asked for a thumbs up/down when it
came to the end to decide if we thought the letter was persuasive enough for his mom to give him
the igauana. During the write aloud students loudly wanted to correct my intentional word
choice and spelling mistakes. This showed me that they were not used to seeing teachers make
mistakes or “mess up” during writing. I encouraged them to cross out when they made changes
instead of erasing so when they revise they can see their thought process. They loved this and
were amazed and how much leaving the old word can help with revision and understanding their
intent. They offered several great suggestions to improve my word choice and great closings. I
took their suggestions and then picked one and went with it. A few times I listed their
suggestions to the side explaining that when I revise I might want to remember all of my
possibilities as I refine my word choice.
It was evident the students were paying close attention as they crossed out instead of
erasing and listed ideas allowing them to remember their original ideas and intentions. Most of
them also had catchy closings that added to the persuasiveness of the friendly letter. The
students were very excited to write these friendly letters and wanted me to read all of them. My
cooperating teacher and I edited them with them so they can take it to a final draft next week.
Their letters included all the parts of the friendly letter, great word choice, persuasive reasoning,
and catchy closings. It was great to see that the students really met the objectives of the lesson
and understood the concept of a persuasive friendly letter. This lesson went great overall, but if I
were to do it again, I would make more intentional mistakes on my write aloud. I wrote hole and
then asked if it was the correct hole vs. whole instead of making the mistake and showing them
how it is okay to make a mistake and catch yourself. In the future, I will make more intentional
mistakes, especially ones I know they have been working on and should know to catch. If I did
this again, I also would edit and revise mine and show them my final so they could see how
much changes between the rough draft and the final copy. This would reassure them that theirs
does not have to be perfect as there will be editing and revision to come.