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Laurens-Marathon. February 22, 2012. Quick write on how Think- Alouds can help you as a teacher. . Think- Alouds can help teachers: . Deepen their own awareness of the reading process

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Laurens marathon


February 22, 2012

Laurens marathon

Quick write on how Think-Alouds can help you as a teacher.

Think alouds can help teachers
Think-Alouds can help teachers:

  • Deepen their own awareness of the reading process

  • Use this heightened awareness of their strategic and interpretive process to help model these strategies to kids

  • See what students do and don’t do as they read, which helps the teacher to assess students and plan appropriate instruction

  • Understand what in a text confuses readers

  • Support readers to identify problems and monitor their own comprehension

Ways to present think alouds
Ways to present Think-Alouds:

  • Teacher does Think-Aloud; student listens

  • Teacher does Think-Aloud; student helps out

  • Students do Think-Alouds as large group; teacher and other students monitor and help

  • Students do Think-Alouds in small group; teacher and other students monitor and help

  • Students do Think-Alouds individually; compare with others

  • Teacher or students do Think-Alouds orally, in writing, or on overhead, with Post-it notes or in journal

Laurens marathon

Quick write on how Think-Alouds can help students.

Think alouds help students to
Think-Alouds Help Students to:

  • Understand that reading should make sense

  • Move beyond literal decoding

  • Learn how to make sense of text by using many different strategies

  • Use particular strategies when reading certain text types

  • Share ways of reading

  • Learn about themselves are readers

6 steps of effective instruction
6 Steps of Effective Instruction

  • Teacher explains what a strategy consists of

  • Teacher explains why this strategy is important

  • Teacher explains when to use the strategy in actual reading

  • Teacher models when to perform this strategy in an actual context

  • Teacher guides learner practice

  • Students independently use the strategy

Use think alouds to model
Use Think-Alouds to Model:

  • Setting purpose for reading

  • Making predictions

  • Connecting personally

  • Monitoring Comprehension

  • Using Fix-Up strategies when needed

Prompts that guide students to use strategies
Prompts That Guide Students to Use Strategies

  • Set Purpose for Reading

    • Research shows it is important to model purpose setting for students

    • It is up to us to help students see the purpose in everything they read

    • Prompts (See Handout)

Make predictions
Make Predictions

  • As you begin reading, begin predicting what will come next.

  • Correct and revise predications as you gain information from the text.

Connect personally
Connect Personally

  • Show how you use your own experience to help make meaning, and the ways you bring your experiences of other texts to help you understand this one.

  • This is “relating life to literature”

  • “Relating literature to life”


  • Show how you take the sensory and physical details the author gives you and expand them in your mind’s eye to create an image or a scene.

  • This ability to “see” what one is reading, to create accurate mental model and/or sensory-rich story worlds as one reads is crucial to engaged reading.

  • Demonstrate how you develop and adapt images as you read

Monitor comprehension
Monitor Comprehension

  • Demonstrate how expert readers constantly (though subconsciously) monitor comprehension by asking, “Does this make sense?”

  • Show that you expect what you read to make sense to you and that if it doesn’t you will stop to identify this as a problem.

Fix up strategies
Fix-Up Strategies

  • Used to address confusion and repair comprehension

  • Follows Step 5

  • Demonstrate how you use various strategies when you can’t grasp something or wish to check your understanding

Fix up strategies1
Fix-Up Strategies

  • rereading

  • Reading ahead to see if that will clear things up

  • Reviewing and synthesizing previous ideas from the text and relating these “chunks” of concepts to the confusing ideas

  • Replacing a word or words they don’t know with one(s) that they know and think would make sense in this context; looking up a word in the dictionary

  • Changing their ideas or visualization of the story

  • Asking someone for help