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Raf Cevallos

on 15 November 2012

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Transcript of Think-Alouds

Cause and Effect

Compare and Contrast


Determining Importance


1. Choose Strategies 2. Tell students which strategy you are using 3. Read passage aloud, modeling as you read 4. Provide several opportunities for students to practice strategies, paired reading, teacher coaching; genre alert 5. Allow scaffold to internalize Good Readers ... ask questions
Think-Alouds Mr. Cevallos What is a think-aloud? A technique in which students verbalize their thoughts as they read and thus bring into the open the strategies they are using to understand a text. sound fluent read with expression read words accurately Productive Readers
Comprehend monitor understanding
clarify compare/contrast
make connections
predict draw inferences summarize
recognize author's purpose
see casual relationships
explore cause and effect
determine importance
fix their comprehension
Teaches students that productive reading is not passive Shows that the reader can consciously and deliberately negotiate his or her understanding of a text Why use think-alouds? Eavesdropping on someone's thinking Helps struggling readers who recognize words but cannot comprehend

Helps successful readers tackle new, unfamiliar and/or difficult texts

Shows students how good readers process information in a variety of texts

Helps students develop the ability to monitor their reading comprehension and employ strategies to guide or facilitate understanding (Metacognitive Awareness)

Students who verbalize their reading strategies and thoughts while reading score significantly higher on comprehension tests.

(Davey 1983; Olshavsky, 1976-1977) OBJECTIVES Define Think-Aloud

Explain the benefits and purpose of think-alouds

List the 5 steps of modeling think-alouds

Demonstrate think-alouds using a passage from a piece of literature
Strategic reading cannot be summed up into a linear set of steps.

Readers must adapt and be flexible depending upon the text itself or the purpose of the reading.

Students need plenty of opportunities to practice with various types of texts Duffy, Roehler, and Herrmann, 1988) Exit Slip 1. Define think-aloud in your own words

2. What are some benefits to think-alouds?

3. List the 5 steps of modeling think-alouds?

4. What strategies would you use when modeling think-alouds? The Chocolate War by Robert Cormier Chapter One

As he turned to take the ball, a dam burst against the side of his head and a hand grenade shattered his stomach. Engulfed by nausea, he pitched toward the grass. His mouth encountered gravel, and he spat frantically, afraid that some of his teeth had been knocked out. Rising to his feet, he saw the field through drifting gauze but held on until everything settled into place, like a lens focusing, making the world sharp again, with edges. The second play called for a pass. Fading back, he picked up a decent block and cocked his arm, searching for a receiver--maybe the tall kid they called The Goober. Suddenly, he was caught from behind and whirled violently, a toy boat caught in a whirlpool. Landing on his knees, hugging the ball, he urged himself to ignore the pain that gripped his groin, knowing that it was important to betray no sign of distress, remembering the Goober's advice, "Coach is testing you, testing, and he's looking for guts."
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